so 


LIB  R 


UNIVERSITY  OF  CALIFORNIA. 

GIFT    OF 


PUBLIC  SCHOOLS 


OF 


SAN  FRANCISCO 


Revised  Course  of  Study 


June,   1892 


TJFIVERSIT7 


SAN  FRANCISCO  PRINTING  COMPANY 

JAMES  A.  PARSER,  Manager 

411  Market  Street 

1892 


Revised  Course  of  Study 


FOR  THE 


PUBLIC  SCHOOLS 

June,   1892 


Board  of  Education  1892 

School  Directors 


NlKIvt  BKRS 

F.  A.  HYDE  K.  E.  AMES  MAX  BROOKS 

J.  H.  CULVER        S.  E.  BUTTON    JOHN  J.  DUNN 

DR.  C.  W.  DECKER  FRANK  J.  FRENCH 

GEO.  W.  PENNINGTON 

JOHN  I.  SABIN  DANIEL  SEWEU, 

THOS.  P.  WOODWARD 


Officers  of  the  Board 

PRESIDENT  F.  A.  HYDE 

SECRETARY  GEORGE  BEANSTON 

SUPERINTENDENT       -  -        JOHN  SWETT 


OF 

UFIVEHSIT7 


COURSE  OF  STUDY 

••• 

PRIMARY  GRADES 
••• 

TIME  OF  PUPILS  IN  THESE  GRADES  FROM  4  TO  5  YEARS 


RECEIVINQ  CLASS 

GENERAL    DIRECTIONS: 

Children  are  admitted  to  the  Receiving  Class  at  5  years  of 
age,  at  any  time  during  the  year. 

If  most. of  the  children  in  a  receiving  class  are  under  6 
years  of  age,  they  will  be  required  to  take  in  arithmetic  only 
Step  I,  and  the  simple  parts  of  the  course  in  other  things. 

In  classes  where  most  of  the  pupils  are  from  6  to  7  years  of 
age,  the  entire  course  may  be  completed  in  one  year  or  even 
less.  The  work  in  these  classes  must  be  adapted  to  the  evi- 
dent capacities  of  pupils. 

SEC.  I.     READING,  WRITING,  lyANGUAGE  AND  SPEI/UNG 

Principles 

I.  In  teaching  reading,  the  order  of  development  is  :  (1) 
the  idea,  (2)  the  spoken   word,  (3)  the  printed  word,  (4)   the 
written  word,  (5)  utterance. 

II.  Children  should  be  trained  to  read  in  an  easy,  natural 
tone  of  voice,  very  much  as  they  talk,  only  a  little  more   dis- 
tinctly. 


RECEIVING   CLASS 


III.  Beginners  should  be  taught  by  a  judicious  combination 
of  the  word  method,  letter  or  spelling  method,  and  the  phonic 
method. 

IV.  When  children  begin  to  use   a  book,  train  them  to 
stand  erect  and  hold  the  book  in  the  left  hand. 


I.    GENERAI,  OUTLINES 

Time,  1*2  hours  a  week 

1.  ORAL  LESSONS  :     Purpose  —  to  accustom  pupils  to  express 
their  thoughts  in  simple  and  'correct  forms  of  speech.     Material 
—  reading    and    observation    lessons,    pictures    or    whatever 
the  ingenuity  of  the  teacher  may  suggest. 

2.  READING  :     (a)  From  the  blackboard,  short   sentences, 
expressing  in  the   pupils'   own  words,  thoughts   suggested  to 
them  through  observation  and  conversation  ;  such  sentences 
being  taken  as   will    easily  lead  to  a  gradual  recognition  of 
words.     Later,  the  acquaintance  with  words  must  lead  to  the 
analysis  of  the  spoken  word  into  its  elementary  sounds,  and  of 
the  corresponding  written  word  into  the  letters,  or  combination 
of  letters,  representing  those  sounds,     (b)  From  a  chart,     (c) 
From  authorized  first  readers,  and  from  the  supplementary 
books  of  corresponding  grade,     (d)  A  few  pieces   of  suitable 
poetry  must  be  studied  and  learned  for  recitation. 

3.  Pupils  must  be  so  guided  as  gradually  to  gain  the  power 
for  themselves  of  making  out  the  words  of  a  sentence,  and  of 
getting   its  thought.     Distinct  articulation,  good  tones,  and 
expression  must  be  the  aim  from  the  beginning.     After  the 
first  four  months,  the  early  lessons  in  the  first  readers  of  the 
circulating  sets  can  be  used  with  advantage. 

4.  WRITING,     (a)  Copying  words  and  sentences  from  the 
blackboard  and  from  slips,     (b)  The  forms  and  names  of  letters 
learned,     (c)  Simple  sentences  written  from  dictation. 


RECEIVING   CLASS 


II.    SPECIFIC  DIRECTIONS 

1.  The  teacher  will  study  carefully  the  suggestions  on  the 
first  pages  of  the  State  First  Reader. 

2.  Beginners  must  be  taught  from  blackboards  and  charts. 

3.  Put  words  on  the  blackboard  both  in  print  and  in  script, 
side  by  side. 

4.  Select  from  any  good  Primer  or  First  Reader,  50  or  more 
easy  words. 

5.  In  beginning  writing,  let  one-half  the  class  practice  on 
the  blackboards  and  the  other  half  on  slates. 

6.  After  the  first  five  months,  let  pupils  occasionally  take  a 
lesson  with  pens  and  paper. 

7.  In  spelling,  use  both  the  oral  and  the  written  method. 

8.  Teach  pupils  to  spell  suitable  words  selected  from  their 
reading  lessons.     They  should  not  be  required  to  spell  from 
memory  all  the  words  they  find  in  their  lessons,  because  their 
ability  to  read  and  pronounce  words  runs  far  ahead   of  their 
memory  to  spell  them. 

9.  The  words  which  children  are  most  interested  in  spelling 
are  the  names  of  common  objects  at  home  or  at  school ;  the 
names  of  things  they  eat  or  wear  ;  the  names  of  boys  and  girls  ; 
of  animals.    For  groups  of  words  teachers  are  referred  to  the 
first  month's  work  in  Swinton's  Word  Primer. 

10.  Do  not  be  afraid  of  letting  children  spell  easy  words  of 
two  syllables  ;  they  are  no  harder  than  monosyllables. 

11.  In  blackboard  writing,  see  that  your  pupils  form   the 
habit  of  holding  a  crayon  properly. 

12.  Give  an  occasional  drill-exercise  in  making  large  ovals 
in  order  to  secure  freedom  of  arm  movement. 

13.  Teach  children  to  write  both  capital  and  small  letters 
from  the  beginning. 

14.  In  slate-writing,  use  only  long  pencils,  and  train  your 
pupils  to  hold  them  as  a  pen  is  held. 


8  RECEIVING   CLASS 

15.  Give  an  occasional  drill-movement  in  making  running 
m's  and  ovals,  in  order  to  secure  freedom  of  arm-movement 
and  an  easy  way  of  holding  pencils  or  pens. 

16.  Use  ruled  spaces  on  blackboards  and  slates. 

17.  After  the  first  few  months  let  the  children  buy  and  use 
a  State  First  Reader,  taking  the  first   20   or   30  lessons.     Or 
take  from  the  library  once  a  week  a   set  of  Supplementary 
First  Readers,  and  interest  pupils  in  something  new. 

18.  During  the  last  month  of  the   school  year,  ask  your 
pupils  to  take  home  their  First  Reader  and  read  aloud  a  few 
lessens  to  their  fathers  and  mothers. 

19.  For  suggestive  methods  in  teaching  reading,  teachers 
are  referred  to  Partridge's  "  Quincy  Methods." 


I,ANGTJAGE 

1.  Lead  children  to  talk  by  asking  them  to  tell  what  they 
know  about  common  things,  such  as  cats,  dogs,  dolls,  goats  ; 
about  things  they  eat  or  wear  ;  about  what  they  saw  in  coming 
to  school. 

2.  Ask  them  to  tell  their  name  and  age,  using  a  sentence 
thus  : 

(1).     My  name  is  -- 
(2).     I  am  —  years  old. 
(3).     I  live  on  -  street. 

3.  Teach  every  child,  as  soon  as  possible,  to  write  his  own 
name. 

4.  Ask  children  to  tell  the  names  of  their  cats,  dogs,  and 
dolls,  and  let  them  write  the  names  as  soon  as  they  learn  to  write. 

5.  Tell  children  some  short,  simple  story,  and  ask  them  to 
tell  it.  back  to  you. 

6.  A  teacher  who  can  tell  a  story  well  holds  the  key  to  the 
hearts  of  children. 

7.  For    further    suggestions    about   conversation    lessons, 
teachers  are  referred  to  Calkin's  Object  Lessons,  pages  39  to 
47,  and  Partridge's  "  Quincy  Methods." 


RECEIVING   CLASS 


SEC.  II.    NUMBER  LESSONS 

Principles 

1.  The   first   lessons   in    counting   must     be   taken    with 
"  counters,"  such  as  shells,  sticks,  buttons,  etc.,  on  the  desks 
of  the  pupils,  or  counting-tables. 

2.  The  first  comparisons  of  small  numbers  must  be  made 
by  means  of  objects  handled  by  the  children  themselves. 

3.  Every   lesson  in    numbers   must   also    be    a  lesson   in 
language.     The  teacher  must  require  the  pupil  to  speak  as 
much  as  possible. 

I.     GENERAL  OUTLINE 

(2  hours  a  week) 

DEVELOPING,  NAMING  AND  WRITING  NUMBERS  TO  TEN 

(1.)     Without  figures. 
(2.)     With  figures. 

II.    SPECIFIC  DIRECTIONS 

1.  During  first  five  months  take  up  numbers  to  five. 
During  second  five  months  take  up  numbers  to  ten. 

2.  At  the  outset,  let  the  children  actually  handle  whatever 
objects  are  used  as  "  counters,"  and  make  the  different  com- 
binations before  they  are  asked  to  express  them  by  figures. 

3.  Children  must  be  trained  to  make  correctly  the  figures 
from  1  to  10  on  blackboards  and  slates.     See  that  they  make 
them  in  the  right  way  from  the  beginning. 

4.  Pass    around  the   class  the  following   coins  and  train 
pupils  to  observe  them  closely  ;  the  five  cent  piece  or  nickel ; 
the  dime  ;  the  quarter-dollar  ;  the  half-dollar  ;  the  dollar. 

SEC.  III.    OBSERVATION  LESSONS 

On  Plants,  Animals  and  the  Human  Body. 

1.  Flower,  leaf,  stem,  root,  bud,  fruit,  seed. 

2.  Domestic  and  other  common  animals. 


io RECEIVING   CLASS 

3.  In  connection  with  these  lessons,  let  pupils  draw  leaves, 
roots,  fruit,  flowers,  animals  and  other  objects  in  outline. 

4.  The  parts  of  the  human  body,  and  their  uses  and  move- 
ments. 

5.  The  care  of  the  body  and  of   health. 

NOTE. — Teachers  are  referred  to  Partridge's  "  Quincy 
Methods  "  as  an  invaluable  aid  in  such  exercises,  and  to  Shel- 
don's Elementary  Instruction. 

SEC.  IV.    TRAINING  IN  POLITENESS 

1.  The  State  School  Law,  Section  1667,  reads  as  follows  :  — 
"  Instruction  must  be  given  in  all  grades  of  schools  and  in  all 
classes,  during  the  entire  school  course,  in  manners  and  morals, 
and  upon  the  nature  of  alcoholic  drinks  and  narcotics,  and 
their  effects  upon  the  human  system." 

2.  In  the  beginning  of  school-life,  teachers  must  bear  in 
mind  that  the  home  surroundings   of  some  children  are  such 
that  they  have  little  or  no  training  in  good  manners  except  at 
school.     Many  children   need   to  be  taught  the   language   of 
courtesy  and  politeness. 

3.  It  is  a  good  plan  for  the  teacher  of  even  a  receiving 
class  to  have  a  set  time  of  five  or  ten  minutes,  say  once  a  week, 
on  Monday  morning,  for  little  motherly  talks  on  good  manners. 
Teachers  must  bear  in  mind  that  their  own  manner  is  imitated 
by  pupils  ;  that  they  themselves  must  be  careful  of  their  own 
personal  habits  ;  of  their   tones   of  voice,  and  expression    of 
countenance. 

4.  Teachers  should  lead  children  to   offer  them  any  little 
services  and  any  such  attention  should  be  promptly  acknowl- 
edged. 

5.  The  older  children  should  be  made  to  understand  their 
duty  in  aiding  the  younger  ones. 

6.  Even  the  little  children  should  be  trained  how  to  answer 
the  bell,  say  good-morning  to  visitors  at  school,  and   politely 


RECEIVING   CLASS  n 

ask  them  to  enter.     Train  children  to  this  by  allowing  other 
pupils  to  play  the  part  of  visitors. 

7.  Train    children   to    use,  in  their  intercourse   with    the 
teacher  and  one  another,  the  polite  forms  of  good  society. 

8.  For  suggestions  as  to  talks  on  politeness,  teachers  are 
referred  to  a  little  book  entitled  "  How  to  Teach  Manners,"  by 
Julia  M.  Dewey.     Every  teacher  who  once  sees  this  book  will 
have  it  on  her  school  desk. 

SEC.  V.    PHYSICAL  TRAINING 

Twice  a  day 

NOTE. — Physical  training,  including  free  play  under  the 
direction  of  the  teacher,  is  a  necessity  in  the  Primary  School. 
The  time  set  apart  for  physical  training  and  recesses  must  be 
so  used  as  to  meet  the  physical  needs  of  the  pupils.  Conse- 
quently, recesses  shall  be  given  for  withdrawals  from  the  room, 
for  the  ventilation  of  class-rooms  and  for  recreation.  If  for 
any  reason  recesses  are  shortened  and  omitted,  the  time  for 
the  same  must  be  given  to  physical  training. 

1.  Daily  exercise  in  free-arm  movements. 

2.  Kindergarten  motion  songs. 

3.  Exercises   in   rapid    changes    of  position    for    training 
pupils  to  habits  of  promptness,  obedience  and  quietness. 

4.  Arm,  leg,  trunk,  hand  and  feet  exercises. 

5.  Keeping  step  in  marching. 

6.  Very  simple  directions  to  children  about  cleanliness  of 
hands  and  face,  and  care  of  the  hair  and  teeth. 

SEC.  VI.    MORAI,  TRAINING 

Thirty  Minutes  a  Week 

1.  Teachers  are  directed  to  give  instruction  for  a  few  min- 
utes in  good  manners  and  good  morals  at  the  opening  of  school 
in  the  morning  and  at  other  favorable  opportunities.  In  giving 
this  instruction,  teachers  should  keep  strictly  within  the  bounds 


12  RECEIVING   CLASS 

of  manners  and  morals,  and  thus  avoid  all  occasions  for  treat- 
ing of  or  alluding  to  sectarian  subjects. 

2.  Teachers  will  seek  to  plant  in  the  minds  of  their  pupils 
the  principles  of  right  living,  especially  of  temperance  ;  and 
thus,  in  spirit  and  in  letter,  to  carry  out  the  law  that  requires 
teachers  to   explain  to  their  pupils  the  effects  of  the  use  of 
narcotics  and  alcoholic  stimulants  on  body  and  mind. 

3.  For  outlines  of  lessons  teachers  are  referred  to  Sheldon's 
Elementary  Instruction. 

SEC.  VII.    BOOKS  FOR  TEACHERS 

Teachers  of  this  grade  are  recommended  to  study  the  follow- 
ing Manuals  :  — 

"  Education  by  Doing." — Anna  Johnson. 

"  Securing  and  Retaining  Attention." — Hughes. 

11  Chats  with  Young  Teachers." — Anna  B.  Badlam. 

SEC.  VIII.    KINDERGARTEN  WORK 

Receiving  Class— First  Quarter 

1.     Gift  work.     In  colored  worsted  balls. 
Purpose  of  exercises  : 

To  stimulate  observation. 

To  lead   children  to   express   clearly  the  impression 

received  through  sight  and  touch. 
To  classify  familiar   things  under   certain  essential 

qualities,  as  form,  color,  etc. 
Points  to  be  brought  out : 

1.  Form.     Ball :  (round   in  every  way,  round  all  over)  see 
Kindergarten  Notes.     Have  children  find  and  name  things  of 
this  form  seen  in  the  room.     Have  them  recall  objects  of  this 
form  found  elsewhere. 

2.  Color.     Red,  yellow,  blue,  orange,  green  and  purple,  (see 
Kindergarten  Notes,  color  exercises.)     Show  by  simple  devices 


RECEIVING   CLASS  13 

the  formation  of  orange,  green  and  purple.  Use  gelatine  films, 
dyes,  paints,  etc.,  etc.  Busy  work.  Assort  colors  ;  use  sticks 
and  tablets.  Review.  Test  children  in  various  ways  to  see  if 
they  are  perfectly  familiar  with  color  and  color-names.  Tell 
story,  "  Color  Fairies."  Repeat  or  sing,  "  We  the  Primary 
Colors  Are."  Show  colors,  if  possible,  with  prism  to  recall 
rainbow.  Have  an  imaginary  rainbow  party,  having  children 
name  the  flower  or  fruit  they  would  contribute.  Have  all  the 
six  colors  represented.  Name  and  indicate  colors  with  strings 
of  wooden  beads. 

3.  Motion,  direction,  position. 

Action  of  ball  shown — roll,  stand,  bounce.  Through  the 
movements  of  ball,  free  or  suspended  by  string,  arrive  at  the 
terms  :  Side  to  side,  right — left,  front — back,  up — down,  over 
— under,  across,  etc.  Have  children  name  things  which  move 
in  these  directions — e.  g. — window,  curtain,  elevator,  etc.,  up 
and  down.  Give  various  exercises  to  bring  out  these  terms, 
as  children  should  have  a  clear  understanding  of  them  in 
order  to  follow  directions  in  later  work.  Have  ball  placed  in 
center  of  desk  at  right  side,  left,  etc.  (Distribute  all  the 
balls  ;  those  not  having  one,  indicate  with  hand).  Name  and 
indicate  right  side  of  body,  right  shoulder,  etc.,  right  side  of 
room,  picture,  blackboard,  etc.,  then  left  side,  etc. 

Lead  up  to  vertical  and  horizontal,  using,  at  first,  the  terms 
standing  or  upright ;  lying  down  or  level. 

Name  things  in  these  positions. 

4.  Material.     Worsted  ;    lead    up    to    wool,    from    what 
obtained,  quality,  etc.     Repeat,  "  This  is  the  Meadow." 

NOTE. — In  all  the  exercises,  be  ready  with  timely  sugges- 
tions in  order  to  keep  the  children's  interest  excited  and 
their  curiosity  aroused.  Use  stories  as  a  means.  Play  "  The 
Thought"  game,  having  the  children  name  what  you  describe. 
Excellent  suggestions  can  be  obtained  from  Partridge's 
"  Quincy  Methods."  Encourage  children  to  look  for  things 
which  bear  upon  the  subject  under  discussion,  outside  of 


14 RECEIVING   CLASS 

school  hours,  and  repeat  at  next  exercise.  Give  short  exer- 
cises, and  often.  When  they  cannot  recall  some  point,  or  do 
not  seem  to  know  what  you  have  repeatedly  hinted  at,  ask 
them  to  inquire  of  some  one  at  home. 

5.  Occupation  work  to  supplement,  and  accompany  work 
with  the  gift. 

Exact  clean  hands  and  neat  work. 

Receiving  Class— Second  Quarter 
i.    SECOND  GIFT-(See  Kindergarten  Notes) 

1.  Comparison  of  worsted  ball  and  wooden  sphere  : 

(a)     Resemblances. 

(6)     Differences,  found  by  pupils  handling,  grasping  and 
viewing  objects. 

2.  Comparison  of  sphere  and  cube  : 

(a)     Resemblances. 

(6)     Differences  with  regard  to  action  and  form. 

3.  Comparison  of  sphere,  cube  and  cylinder,  in  regard  to 
action.     Wooden  heads  used  to  distinguish  the  three  forms. 
Objects  noted  and  recalled  of  like  form. 

4.  Stress  laid  upon  cube,  its  action  and  number  of  faces, 
corners  and  edges.     Let  children  make  shape  of  face  in  air,  on 
blackboard  or  slate,  and  with  sticks. 

Stick  work  : 

(a)  Dictation  with  one  long  stick,  vertical,  horizontal 

and  slanting  positions.  Objects  in  like  positions 
noted  and  recalled.  Attention  called  to  place  of 
ends  in  each  position. 

(b)  Two  sticks  (of  two  colors)  placed  in  different  posi- 

tions with  regard  to  each  other — touching,  apart, 
end  to  end,  etc. 

(c)  Three  sticks,  combined  positions. 

(d)  Four  sticks,  combined  positions. 
Refer  to  color  in  all  exercises. 


RECEIVING   CLASS 15 

Busy  work  for  any  number  of  sticks  : 

Sticks  (1  or  2)  in.  placed  vertically  in  rows,  apart,  equal 
spaces. 

Sticks  (1  or  2  in.)  placed  horizontally,  in  rows,  apart,  equal 
spaces. 

Sticks  (2  in.)  placed  end  to  end,  in  rows,  forming  square 
corners. 

Sticks  (4  in.)  placed  end  to  end,  in  rows,  forming  squares. 

5.     Free  work  allowed  at  end  of  exercises. 

NOTE. — For  convenience  in  distributing  and  collecting, 
sticks  should  be  kept  in  small  boxes,  or  else  strapped  with  a 
rubber  band. 

Receiving  Class— Third  Quarter 
II.    OCCUPATION  WORK 

1.  Cylinder,  special  study. 

Comparison  with  sphere  in  regard  to  faces  (round,  curved.) 

Comparison  with  cube  in  regard,  first,  to  flat  sides,  square, 
round,  like  circle. 

Comparison  with  cube  in  regard,  second,  to  edges  : 
(straight,  curved). 

Find  and  recall  objects  with  curved  sides  ;  with  side  like  a 
circle ;  with  square  sides  ;  with  straight  edges  ;  curved  edges. 
Have  various  exercises  to  bring  out  clearly  the  distinguishing 
characteristics  of  the  three  forms. 

Form  study,  interspersed  with  appropriate  stories  and  songs. 

2.  Ring  and  half  rings. 

Rings — Relation  of  rings  to  sphere  and  cylinder  noted. 

Characteristics  observed  and  noted. 

Objects  like  ring  named  and  recalled. 

NOTE. — Draw  from  the  children  the  facts  about  the  material 
iron,  and  ^dd  in  simple  words  to  their  store  of  knowledge. 

Half  rings — Two  halves  given  in  connection  with  whole 
ring  to  bring  out  the  name. 


1 6  RECEIVING   CLASS 

Comparison  with  sticks  and  characteristics  observed  and 
noted.  Objects  like  half  ring  named. 

Position  exercises — Half  ring  placed  in  four  positions. 
Name  for  position  developed  in  connection  with  whole  ring, 
as  placed  to  look  like  upper  part  of  ring,  lower  part  of  ring, 
right  side,  left  side. 

(a)  Place  of  ends  noted  in  each  position,^,  e.,  up,  down,  etc. 

(b)  Compare  with  curving  objects  in  like  positions. 

(c)  Develop  terms,  curving,  upward,  downward,  etc. 

(d)  Dictate  positions  two  halves  can  assume  to  each  other. 

(e)  Dictation  of  simple  symmetrical  figures. 
(/)     Simple  forms  of  life  outline. 

,  3.     Stick  exercises  continued  : 

(a)  Dictation  of  symmetrical  figures  and  forms  of  life. 

(b)  Busy  work  to  bear  upon  work  at  hand. 


Receiving  Class— Fourth  Quarter 

III.    OCCUPATION 

1.     Gift  Work. 

(a)  Work  of  the  three  quarters  reviewed. 

(b)  Ring  and  stick  work  combined. 


FIRST   GRADE   PRIMARY  17 


KIRST    QRADB    PRIMARY 

•Second.   School   Year 


SEC    I.    READING,  WRITING,  LANGUAGE  AND 

Directions. 

I.     Train  pupils  to  stand  erect  and  hold  the  book  in  the 
left  hand. 

II.     Train  them  to  read  clearly  and  distinctly. 
III.     Train  pupils  to  use  their  lips  and   open  the  mouth 
when  they  read  or  speak. 


I.    GENERAL  OUTLINES. 

11  hours  a   Week. 

1.  ORAL  AND  WRITTEN  EXERCISES  :     (a)  The  oral  expres- 
sion of  the  substance  of  passages  read  from  the  regular  and 
supplementary  readers.     (6)  Short  stories  told  or  read  to  the 
pupils,  and  reproduced  by  them  orally,     (c)  Simple  thoughts 
suggested  by  pictures  or  by  the    observation  lessons,  to   be 
expressed  in  writing. 

2.  READING  :     (a)  From  the  State  First  Reader,     (b)  From 
the  supplementary  books  furnished,     (c)  At  sight,  from  the 
circulating  sets  of  first  readers,     (d)  Maxims  and  appropriate 
selections  of  poetry,  to  be  learned  and  recited. 


1 8  FIRST   GRADE   PRIMARY 

3.  The  object  of  reading— getting  the  thought — should  be 
kept  constantly  in  view.     Correct  pronunciation,  good  tone,  and 
right  expression  are  to  be  insisted  upon.     The  "  sounding"  of 
known    words    is    generally    a    waste    of    time    and    effort. 
Unknown  words,  when  phonetic  or  nearly  phonetic,  should  be 
made  out,  by  "  sounding"  them.     Practice  on  the  elementary 
sounds  and  on  consonant  combinations  helps  to  distinct  articu- 
lation and  to  pure  tone. 

4.  WRITING  :     (a)  Copying  exercises  from  the  blackboard 
and  from  slips.     (6)  Writing  selections  from  the  reading  book, 
(c)  Sentences,  and  names  of  individuals  with  their  residences, 
to  be  written  from  dictation. 


II.    SPECIFIC  DIRECTIONS 

1.  State  First  Reader  to  lesson  60,  three  lessons  a  week. 
Teachers  are  requested  to  read  the  Preface  to  the  State  First 
Reader. 

2.  At  least  twice  a  week  let  the  class  take  a  set  of  Supple- 
mentary Readers,  or  leaflets  from  the  school  library,  and  read 
at  signt  supplementary  selected  lessons  somewhat  easier  than 
those  in  their  regular  reader. 

3.  Instead  of  endless  reviews  of  old  lessons,  let  your  pupils 
have  new  matter  that  will  awaken  interest  and  excite  thought. 

4.  By  suitable  questions,  lead   pupils  to  think  about  the 
meaning  of  what  they  read. 

5.  Give  phonic  concert  drill  on  the   words   placed  at  the 
head  of  each  reading  lesson  for  that  purpose.     Train  pupils  to 
use  their  lips  and  tongue  in  articulation. 

6.  While  one  division  of  the  class  is  reading,  let  the  other 
section   copy  the  whole  or  a   part  of  the   lesson   on   slates  or 
paper. 

7.  Train  pupils  in  spelling  suitable  words   selected  from 
reading  lessons,  omitting  unsuitable  ones.     Children    ought 


FIRST   GRADE   PRIMARY  19 

not  to  be  required  to  memorize  the   spelling   of  all  the  words 
they  learn  to  pronounce. 

8.  Make  out  for  your  class  short  lists  of  names  of  common 
things,  and  of  words  which   children  use  in  daily  speech,  put 
them  on  the  blackboard,  and  have  them  copied.  For  assistance 
in  this  grouping  of  words,  teachers  are  referred  to  Swinton's 
Word  Primer,  first  five  months'  work. 

9.  Combine  oral  spelling  with  written  work  on  slate,  paper 
or  blackboard. 

10.  An   oral  spelling  match  is   a   good  thing  to  stir  up  a 
class  that  has  become  weary  of  writing. 

11.  Take   occasional  exercises,  both   written  and   oral,  in 
spelling  the  names  of  things  that  are  good  to  eat ;   of  articles 
of  home  or  school  use  ;   of  names  of  animals  ;  of   household 
words. 

12.  In  writing,  train  children  to  sit  correctly  at  the   desk, 
and  to  hold  the  pen  easily  and  properly. 

13.  Teachers  who  desire  to  do  so  can  use   a  copy-book  in 
this  grade,  but  it  is  better  to   teach  writing  from  the  black- 
board. 

14.  During  the   last  two  months  of   the   year,   ask  your 
pupils  to  carry  home  their  First  Reader  and  read  a  few  lessons 
aloud  to  their  father  and  mother,  to  show  them  how  well  they 
can  read. 

15.  For    further    suggestions,    teachers    are    referred    to 
Partridge's    "  Quincy    Methods,"   and    Sheldon's    Elementary 
Instruction. 


SEC.  II.    LANGUAGE  LESSONS 

Principles 

I.     Speech  is  acquired  mainly  by  imitation. 
II.     Imitation  precedes  originality. 


20 FIRST   GRADE   PRIMARY 

III.  Language  precedes  arithmetic. 

IV.  The    purpose    of   language   lessons  is  to   add  to   the 
child's   stock  of  words,  and  to  secure  a  correct  use  of  those 
words  in  speaking  and  writing. 


SPECIFIC    DIRECTIONS 

1.  Short  talks  with  children  for  the  purpose  of  developing 
i  expression  are  very  effective,  but  such  exercises  depend  for 

success  largely  on  the  tact,  skill  and  ingenuity  of  the  teacher. 
*  2.  Tell  children  a  short,  simple  story,  and  ask  them  to  tell 

it  back  to  you. 

3.  You  can  do  almost  anything  with  children  if  you  will 
only  tell  them  interesting  stories. 

4.  Let  one  section  of  the   class   copy  on   slates  or  paper  a 
part  of  a  reading  lesson  while  the  others  are  reading.     This 
is  an  exercise  in  punctuation,  spelling,  and  the  use  of  capital 
letters. 

5.  Take   occasional  exercises  in  the  oral  spelling  of  such 
words    as  eyes,  nose,  ears,  mouth,  lips,  teeth,  hair,  head,  etc. 
Short  written  sentences  using  such  words  as  : 

1.  "I  have  two  eyes." 

2.  "  My  eyes  are  blue." 

3.  "  I  see  with  my  eyes." 

/     6.     Conversations    about   the   use  of    the    five    senses ;  on 
^ \domestic  animals  ;  on  common  objects. 

7.  Use  of  capital  letters  in  writing  the  names  of  men  and 
women,  boys  and  girls  ;  of  names  of  cities,  towns,  states,  and 
the  United  States. 

8.  Let  the  class  pick  out  the  words  in  a  reading  lesson  that 
begin  with  a  capital  letter,  omitting  the  words  at  the  beginning 
of  a  sentence.     (Exercise  on  nouns.) 

9.  Let  pupils   select   out  of  reading  lessons  the  names  of 
objects.     (Exercise  on  nouns.) 


FIRST   GRADE   PRIMARY  21 

10.  Use  of  capital  letters  in  writing  the  names  of  days  and 
months.  • 

11.  Use  of  the  period  and  question  mark.     Call  attention 
to  their  use  in  three  or  four  reading  lessons. 

12.  The  word  I  always  to  be  a  capital. 

13.  Correct  use   in  short  sentences    of  is,  are;  was,  were ; 
see,  saw ;  has,  have ;  go,  went ;  do,  did ;  etc. 

14.  Teachers  must  give  patient  and  persistent  attention  to 
the    correction    of    vulgarisms,    provincialisms,    and  current 
blunders    in    speech,    without  waiting  for   any    grammatical 
knowledge  whatever. 

15.  Teachers  will  write  a  short  story  on   the  blackboard  to 
be  copied  by  pupils. 

16.  Require  pupils  to  make  up  a  short  composition  on  such 
subjects  as  "  My  Doll,"  "  My  Dog,"  "  My  School,"  "  My  Vaca- 
tion." etc. 

17.  SENTENCE  MAKING  :     Make  a  sentence    with  each    of 
the  following  nouns  by  adding  one  word  to  tell  what  animals 
do. 

RULE. — Begin  every  sentence  with  a  capital,  and  end  it  with  a 
period. 

Model  Sentences. — Bees  buzz,  dogs  baric. 

1.  Bees    4.     Dogs     7.     Mice      

2.  Bears 5.     Ducks 8.     Parrots 

3.  Cats    6.     Hens    9.     Birds     

For  further  examples  the  teacher  is  referred  to  "  Methods  of 

Teaching,"  pp.  262  and  263. 

18.  COMPOSITION-WRITING  :     Let  pupils  write  all  they  can 
remember  about  any  one  of  the  following  stories :  Little  Red 
Riding  Hood,  Jack  the  Giant  Killer,  Cinderella. 

19.  Require  every  pupil  to  write  his  own  name  and  address, 
also  the  names  of  his  brothers  and  sisters,  of  his  father  and 
mother,  of  his  teacher,  of  five  of  his  classmates. 

20.  For  other  suggestive  exercises  the  teacher  is  referred  to 
the   following   books  :  Hackett     and     Kennedy's    "  Common 


22  FIRST   GRADE   PRIMARY 

School  English,"  "  Swinton's  Word  Primer,"  "  Methods  of 
Teaching,"  pp.  258  to  265,  "  State  Lessons  in  Language,"  first 
ten  lessons,  Partridge's  "  Quincy  Methods,"  and  "  Sheldon's 
Elementary  Instruction." 


SEC.  III.     NUMBER  LESSONS 

General  Principles 

I.     The  two  main  things  to  be  considered  in  these  lessons 
are  :     1.     Accuracy.     2.     Clearness  of  conception.  • 

II.     New   combinations    must    be  illustrated    at   first   by 
objects. 

III.     For  young  children,  arithmetic  is  not  easy,  but  rightly 
taught,  it  is  interesting. 


I.    GENERAL    OUTLINES 

Time,  J^Q  minutes  a  day. 

Step  I.    Numbers  from  i  to  10,  inclusive 

1.  Adding,   subtracting,  multiplying,  and    dividing   with 
objects  (1),  without  figures  and  (2)  with  figures — no  multiplier 
or  divisor  greater  than  ten  required. 

2.  Coins.     Pint,  quart,  gallon.     Inch,  foot,  yard. 

Step  II.    Numbers  from  i  to  20,  inclusive 

1.  Adding  and   subtracting,  from  1  to  20,  inclusive,  with 
figures. 

2.  Day,  week  ;  month,  year.     Dozen. 


FIRST   GRADE  PRIMARY  23 

II.    SPECIFIC  DIRECTIONS 

1.  Exercises    in    adding,    subtracting,    multiplying    and 
dividing  numbers  by  the  Grube  method.     For  illustrations  of 
methods  see  "  Swell's  Methods  of  Teaching." 

2.  Make  sure  that  your  pupils  can  count  objects,  not  abstract 
numbers,  to  50.     Use   shells,  buttons,  sticks,  grains  of  wheat 
or  barley,  etc.,  kept  in  small  boxes  and  actually  handled  by 
pupils  in  counting  on  their   desks.     Show  them  how  to  keep 
tally  by  marks  on  the  blackboard,  thus:  PHJ ,  PHJ,  PHJ ,  PRi  =  20. 

3.  Teach  the  use  of  the  signs  -f ,  — ,  X,  -5-,  = 

4.  Teach  the  reading  and  writing  of  numbers  to  100. 

5.  Teach   with    small   numbers    the    customary   forms   of 
addition,  subtraction,  multiplication  and  division,  such  as  are 
used,  in  working  with  larger  numbers. 

6.  Make   a   game  of   counting,  by  letting  pupils  stand  in 
line   around  the   room  and  requiring   those   that  miss  their 
count  to   take    their   seats.     Exercises — Count   forward   and 
backward  to  50;   (1)  by  2's  ;   (2)  by  4's  ;   (3)  by  5's  ;   (4)  by 
10's.     Also  by  i's,  as  i,  1,  1|,  2,  2i,  3,  etc.    , 

7.  Teach  pupils  to  write  the  fractions,  |  and  i  ;  then,  to 
add  them  on  slates  or  blackboards,  thus  : 

(1)  (2)  (4)  (5) 

•i  i  H  t 

i  i  H 

+  i  H 

i  i  H  i 


Of  course,  the  teacher  will  illustrate  such  fractions  by 
cutting  up  apples,  or  by  breaking  up  crayons,  or  sticks,  or 
pencils.  Say  nothing  about  numerator  or  denominator.  An 
example  like  the  4th  or  5th  will  be  worked  by  many  children 
if  teachers  only  give  them  a  chance  to  think  it  out  before 
telling  them  how  to  do  it. 


24  FIRST   GRADE   PRIMARY 

8.  Pass  around  the  class  each  of  the  following  small  coins  : 
The  half-dime,  or  "  nickel,"  the  dime,  the  quarter-dollar,  the 
half-dollar,   the    dollar.     Ask  your  pupils  to  examine   them 
very  closely,  and  then   question  them.     Make  up  easy  ques- 
tions in  reckoning,  such  as  :     How  many  dimes  are  equal  to 
a  half-dollar  ?     To  a  dollar  ?     How  many  quarter-dollars  are 
equal  to  a  half-dollar  ?     To  a  dollar  ?  etc. 

9.  Teach  pupils  how  to  write  dollars  and  cents,  as  $1.00, 
$1.25,  $1.50,  etc. 

10.  Drill  on  multiplication  table  to  5's. 

11.  For  further  suggestions,  teachers  are  referred   to  Part- 
ridge's "  Quincy  Methods,"  "Methods  of  Teaching,"  and  for  a 
practical  hand-book  of  simple  examples  to  Ginn's  "  Number 
Lessons."     Also,  to  "  Baldwin's  Industrial  Arithmetic  "  and  to 
Duntoii's  "  Arithmetic  in  Primary  Schools." 


SEC.  IV.    OBSERVATION  I,ESSONS 

I.     CONVERSATION    WESSONS    ON    ANIMALS 

1.     Ask  questions  like  the  following  : 
(1.)     What  is  the  dog  good  for  ? 
(2.)     What  does  the  dog  eat  ? 
(3.)     What  is  the  color  of  your  dog  ? 
(4.)     What  does  a  dog  know  ?  etc. 

ANIMALS. — Dog,  cat,  goat,  horse,  rabbit,  donkey,  cow,  hog, 
hen,  pigeon,  sparrow,  frog,  butterfly,  house-fly. 

NOTE. — Teachers  will  draw  upon  the  blackboard  rough 
outlines  of  these  animals  from  Little's  or  Augsburg's 
"  Outlines,"  and  require  pupils  to  copy  on  slates  or  black- 
boards. 


FIRST   GRADE   PRIMARY 25 

II.     ORAI,  INSTRUCTION  I,ESSONS 

(1.)  OBJECTS. — Leather,  wool,  fur,  cotton,  wheat,  bread, 
butter,  potato.  Objects  to  be  brought  into  the  classroom. 

(2.)  FRUITS. — Apple,  peach,  pear,  apricot,  grape,  cherry 
(in  season). 

(3.)     PLANTS. — Flower,  leaf,  stem,  root,  bud,  fruit,  seed. 

Allow  children  to  draw  rough  sketches  on  slates  or  practice 
paper,  of  stem  and  leaves  from  actual  objects  on  the  desk, 
followed  by  drawing  some  simple  wild  flower. 

(4.)     COLORS. — Primary  colors  from  charts. 

(5.)     DIRECTION. — Right,  left ;  east,  west,  north,  south. 

(6.)  QUALITIES  OF  OBJECTS. — Soft,  hard  ;  sweet,  sour ; 
bitter,  salt ;  tough,  brittle  ;  rough,  smooth,  etc. 

(7.)  NATURAL  PHENOMENA. — Sky,  clouds,  rain  ;  sun,  moon, 
stars  ;  land,  water,  plants,  seeds  sown  in  schoolyard  garden, 
in  window  boxes  or  at  home. 

(8.)     PLACE. — Model  of  a  "  SCHOOL-ROOM  LESSON." 

1.  What  is  the  part  of  the  room  over  your  head  called  ? 

2.  What  is   the   part  of  the  room   on  which  you  stand 

called  ? 

3.  How  many  sides  has  this  room  ;  how  many  ends  ? 

4.  How  many  walls  ? 

5.  Point  out  the  right  wall,  the  left,  the  front,  the  back. 

6.  How  many  windows  are  there  ? 

7.  How  many  doors  ? 

8.  How  many  desks  on  the  floor  ? 

9.  What  hang  on  the  walls  ? 

10.  Point  to  where  the  sun  rises  ;  sets. 

11.  Face,  north  ;  south  ;  east ;  west. 

12.  Point  to  where  the  sun  is  at  noon. 

NOTE. — For  further  suggestions,  teachers  are  referred  to 
Partridge's  "  Quincy  Methods,"  Calkins'  Object  Lessons,  or 
Sheldon's  Elementary  Instruction. 


I 

26  FIRST   GRADE   PRIMARY 

DRAWING 

1.  No  drawing  book  will  be  used.  Teachers  will  allow  pupils 
to  use  practice   paper,  slates   and   blackboards.     The  work  in 
drawing  in  this  grade  is  left  largely  to  the  skill,  tact,  ingenuity 
and  good  sense  of  the  teacher. 

2.  Bring  into  the  class  a  collection  of  leaves,  put  a  leaf  on 
each  desk,  and  let  each  child  try  to  draw  it. 

3.  Make  use  of  Little's  Blackboard  Outlines  and  Augsburg's 
"  Easy   Things   to    Draw "  selecting   the   simplest  and   most 
attractive  exercises.     Teachers  are  recommended  to  make  use 
of  the  "  Teachers'  Assistant  in  the  Use  of  the  Prong  Models/' 

4.  The  order  of  a  series  of  elementary  drawing  lessons  is 
about  as  follows  : 

(a)  The   representation    of  common    objects  bounded    by 
straight  lines,  such  as  a  post>  a  stool,  a  bench,  a  box,  a  ladder, 
a  comb,  a  bed,  a  clothes-horse,  a  table. 

(b)  The  duplication  of  straight  lines  as  seen  in  various  com- 
mon objects,  such  as  the  preceding  series. 

(c)  The  representation  of  common  objects  in  which  curves 
appear,  such  as  a  clock,  an  arched  window,  a  kite,  a  jug,  etc. 

(d)  The  representation   of  symmetrically  divided    objects 
needing  measurement  with  the  eye,  such  as  a  window  showing 
panes,  a  door  showing  panels,  a  Maltese  cross,  the  front  of  a 
house,  etc. 

(e)  As  soon  as   children   have  acquired   some  facility  in 
drawing  from  the  flat  they  should  draw  from  models. 

(f )  The  teacher  should  always  show  young  pupils  where  to 
begin  in  drawing  an   object,  and  should  draw  it  herself  a  part 
at  a  time,  on  the  blackboard,  taking  care  that  they  keep  pace 
with  her.     A  complex-looking  object  frightens  a  child,  but  if 
it  be  decomposed  and  presented  a  line  at  a  time,  he  is  encour- 


FIRST   GRADE   PRIMARY  27 

aged  to  attack  it.  There  is  this  further  advantage  in  this 
method  :  the  children  are  kept  well  together  and  are  prevented 
from  wasting  their  time  in  needless  use  of  the  India-rubber. 


SEC.  V.    HEAI/TH,  MORALS  AND  POLITENESS 

"  Section  1667.  Instruction  must  be  given  in  all  grades 
of  schools  and  all  classes  during  the  entire  school  course,  in 
manners  and  morals,  and  upon  the  nature  of  alcoholic  drinks 
and  narcotics  and  their  effects  upon  the  human  system." 

— School  Law  of  California. 

11  Section  1702.  It  shall  be  the  duty  of  all  teachers  to 
endeavor  to  impress  upon  the  minds  of  the  pupils  the  prin- 
ciples of  morality,  truth,  justice  and  patriotism  ;  to  teach  them 
to  avoid  idleness,  profanity  and  falsehood  ;  and  to  instruct 
them  in  the  principles  of  a  free  government,  and  to  train  them 
up  to  a  true  comprehension  of  the  rights,  duties  and  dignity 
of  American  citizenship." 

— School  Law  of  California. 


I.    PHYSICAL  TRAINING 

1.  Calisthenic  drill  at  least  twice  a  day. 

2.  Kindergarten  motion  songs. 

3.  Breathing  exercise  once  a  day. 

4.  Cleanliness  of  face  and  hands. 

5.  Tidiness  of  dress. 

6.  Five  rules  of  Health. 


28  FIRST   GRADE   PRIMARY 


RTJI,ES   TO   BE 

1.  Go  to  bed  early  and  sleep  from  nine  to  ten  hours 

every  night. 

2.  Do  not  drink  strong  tea  or  strong  coffee. 

3.  Brush  your  teeth  every  day. 

4.  Do  not  hold  your  book  too  near  your  eyes. 

5.  Keep  your  feet  dry  and  warm. 

NOTE.  —  Teachers   are    requested   to    make  use   of  "  Health 
Lessons/'  by  Jerome  Walker. 


II.    TRAINING  IN  POLITENESS 

NOTE. — Teachers  are  requested  to  read  the  suggestions,  made, 
to  teachers  of  Receiving  Classes. 

1.  "  Politeness  is  to  do  and  say  the  kindest  thing  in  the 
kindest  way." 

2.  Let  children  understand  that,  to  be  polite,  is  merely  to 
be  thoughtful  and  unselfish. 

3.  Moral  precepts  are  best  enforced   by  familiar  talks  that 
present  the  highest  aim  and  encourage  rather  than  forbid. 

4.  Always  bear  in  mind  that  children  of  all  ages  remember 
what  they  take  part  in,  longer  than  what  is  told  them  ;  and  let 
your  energy  be  given  to  drawing  rules  of  conduct  from  them, 
rather  than  to  the  rehearsing  of  words  of  wisdom. 


TOPICS  FOR  LESSONS 

(1.)  Kind  treatment  of  schoolmates. 

(2.)  Care  in  not  interrupting  teachers. 

(3.)  The   impoliteness   of   whispering  in  company   or   in 
school. 


FIRST   GRADE   PRIMARY  29 

(4.)     Respectful  treatment  of  visitors. 
(5.)     Respectful  treatment  of  school  officials. 
(6.)     Respectful  treatment  of  janitors. 
(7.)     Manners  at  the  table. 

(8.)  Politeness  at  home  to  father,  mother,  brothers  and 
sisters. 

NOTE. — "  How  to  Teach  Manners  in  the  School-Room,"  by 
Julia  M.  Dewey,  is  a  little  book  that  teachers  ought  to  have 
always  at  hand  on  their  desks. 


III.    MORAI,  TRAINING 

Opening  Exercise,  30  Minutes  a  Week. 
• 

I.  Teachers   are    directed   to   give    instruction  for   a   few 
minutes  in  good  morals  at  the  opening  of  school  in  the  morn- 
ing  and   at   other   favorable    opportunities.     In    giving  this 
instruction,  teachers  should  keep  strictly  within  the   bounds 
of    manners    and    morals,  and   thus  avoid   all    occasions    for 
treating  of  or  alluding  to  sectarian  subjects. 

II.  Teachers  will  seek  to  plant  in  the  minds  and  hearts  of 
their   pupils    the    principles    of    right   living,    especially    of 
temperance ;  and  thus,  in  spirit  and  in  letter,  to  carry  out  the 
law  that  requires  teachers  to  explain  to  their  pupils  the  effects 
of  the  use   of  narcotics  and  alcoholic  stimulants  on  body  and 
mind. 


SPECIFIC  DIRECTIONS 

1.  Talk  to  children  about  their  duties  to  their  parents. 

2.  Talk  to  your  pupils  about  kindness  to  animals,  particu- 
larly to  dogs,  cats  and  birds. 


30 FIRST   GRADE   PRIMARY 

3.  Teach  boys  not  to  fight,  except  in  self-defense. 

4.  Teach  pupils  to  tell  the  truth. 

5.  Train  them  not  to  be  selfish. 

6.  Explain  to  boys  the  danger  of  smoking  cigarettes. 

7.  Read    or   tell   to  pupils  short  anecdotes,  or  stories   to 
illustrate  any  good  moral  qualities. 


SEC.  VI.    BOOKS  FOR  TEACHERS 

Teachers  in  this  grade  are  requested  to  read  the  following 
manuals  : 

"  Education  by  Doing." — Anna  Johnson. 

"  Securing  and  Retaining  Attention." — Hughes.  • 

Dunton's  "  Arithmetic  in  Primary  Schools." 


SECOND   GRADE   PRIMARY  31 


SECOND    QRADE    PRIMARY 

Third    Schiool    "Year 


I.  In  this   grade,  children  can  begin  to  learn  a  variety  of 
things  without   being   forced  or  crowded,   if  principals  and 
teachers  take   a  common-sense  view  of  the  Course  of   Study 
and  keep  within  reasonable  limits. 

II.  "  Teachers  shall  assign  no  lessons  whatever  for  home 
study  to  pupils  in  the  first,  second  and  third  grades." 

— Rules  of  the  Board  of  Education. 


SEC.  I.    READING,  WRITING,  I,ANGUAGE  AND 

Principles 

I.  "  The  intellectual  training  to  be  given  in  the  elementary 
schools  must,  of  course,  in  the  first  place,  consist  in  learning 
to  use  the  means  of  acquiring  knowledge,  or  reading,  writing 
and  arithmetic  ;  and  it  will  be  a  great  matter  to  teach  reading 
so    completely    that   the    act   shall    have    become    easy   and 
pleasant."  — Huxley-. 

II.  In  this  grade,  children  begin  to  think  about  the  mean- 
ing of  what  they  read,  and  to  read  for  information,  or  for  the 
pleasure  of  getting  new  ideas. 

III.  Stimulate  their  curiosity  by  encouraging  children  to 
read  story-books  at  home,  just  for  the  sake  of  the  new  stories. 


32  SECOND    GRADE   PRIMARY 


I.    GENERAI,  OUTLINES 

Time,  10  Hours  a  Week 

1.  ORAL  AND  WRITTEN  EXERCISES  :     Purpose  and  material 
as  in  the  First  Grade,     (a)     The  substance  of  reading  lessons 
to  be  expressed  orally,     (b)     Short  stories  read  silently,  and 
then  reproduced  orally  and  in  writing,     (c)     Stories  written 
from  pictures,     (d)     Letter-writing  begun. 

2.  READING.  —  (a)     From    the    State    Reader,     (b)     From 
the  supplementary  books  furnished,     (c)     At  sight,  from  the 
circulating   second   readers,     (d)     Appropriate  selections    of 
poetry  are  to  be  learned  and  recited. 

3.  There  should  be  no  merely  mechanical  reading.     The 
mind  should  take   in  the   thought,  and   the   reading  should 
express  that  thought.     The   silent  reading  of  passages  —  the 
result  to  be  tested  by  oral  or  written  reproduction  —  will  be 
found  a  valuable  exercise.     Concentrate  the  attention  of  the 
whole  class  upon  every  exercise.     The  greater  the  interest,  the 
surer  and  the  more  abiding  the  result.     The  reading  of  poetry 
should  not  be   omitted  because   of  the   "  sing-song."     Train 
your  pupils  to  avoid  "  sing-song." 

4.  WRITING  :     (a)     Copying  from  the  blackboard  and  from 
slips.       (b)      Writing    selections     from    the    reading    book. 
(c)     Words,  phrases,  sentences  and  short  letters   and  stories, 
written  from  dictation. 


II.    SPECIFIC  DIRECTIONS 

1.  State    First   Reader    completed.     Take    two    lessons    a 
week.     Teachers  will  read  the  preface  to  the  First  Reader. 

2.  Take  two  exercises  a  week  in   reading,  at  sight,  new 
lessons   from    sets    of   supplementary   readers  in    the    school 
library. 


SECOND   GRADE   PRIMARY 33 

3.  Occasionally,  while  one  section  is  reading,  let  the  other 
division    copy    several   paragraphs    from    the    Reader    as  an 
exercise  in  spelling,  punctuation  and  capitals. 

4.  Let  pupils  memorize  Lesson  83,  and  afterwards  write  it 
out  from  memory,  on*  paper,  as  an   exercise  in   capitals  and 
spelling. 

5.  In  taking  up  the  lessons  in  the  State  Reader,  pursue  the 
following  course  : 

(a.)  Read  the  lessons  to  the  class. 

(6.)  Explain  any  difficult  words. 

(c.)  Then  allow  five  minutes  for  pupils  to  study  it  silently. 

(d.)  Require  pupils  to  read  singly. 

(e.)  Close  the  book  and  ask  questions. 

(6.)     Train    pupils    to    read    loud    enough    to    be    heard 
•distinctly  by  every  member  of  the  class  or  division. 

7.  Train  them  to  stand  erect  and  hold  the  book  in  the  left 
hand. 

8.  Occasionally  take  a  concert  drill  in  breathing  exercises, 
and  in  giving  the  vowel  sounds  a,  e,  i,  o,  u,  as  long  as  they 
can  be  continued  in  one  breath. 

9.  Select  for  spelling  suitable  lists  of  words  from  reading 
lessons,  leaving  out  the  unsuitable  ones. 

10.  Make  out  lists  of  grouped  words,  such  as  names  of 
animals,  things  on  the  table,  articles  of  food,  names  of  com- 
mon flowers,  etc. 

11.  For   additional   groups   of  words   for   oral   or   written 
spelling,  teachers  are  referred  to  "  Swinton's  Word  Primer," 
first  year's  work.     Once  a  week  ask  your  pupils  to  take  home 
their  First  Reader  and  read  aloud  to  their  fathers  and  mothers. 


34  SECOND  GRADE  PRIMARY 

SEC.  II.    LANGUAGE  LESSONS 

General  Principles. 

I.     Ideas  before  words. 
II.     Thought  before  expression. 
III.     Expression  before  scientific  rules. 

SPECIFIC  DIRECTIONS 

1.  Once  a  week  read  or  tell  to  the  class  the  best  short 
story  you  can  find  or  make  up,  and  require  pupils  to  reproduce 
it  in  their  own  language. 

2.  Once  in  two  weeks  let  pupils  write  a  very  short,  simple 
letter.     At  first,  let  pupils  copy  from  a  letter  put  on  the  black- 
board. 

3.  Let  pupils  memorize  a  choice  stanza  of    poetry  and 
then  write  it  out  from   memory,  as   an   exercise   in  capitals,, 
spelling  and  punctuation. 

4.  Occasionally,  let  pupils  copy  a  short  paragraph  from 
the  Reader  with  open  book.     Then  let  them  exchange  slates. 

.or  paper,  and  correct  one  another's  work  by  comparing  with 
the  book. 

5.  Occasionally,  have  pupils  make  up  short  compositions 
from  pictures. 

6.  Train  each  pupil  to  write:  (1)  His  own  name;  (2)  the 
name  of  his  father  and  mother;  (3)  the  name  of  the  place  in 
which  he  lives;  (4)  the  name  of  his  teacher;  (5)  the  name  of 
his  school;    (6)    the  name   of  one  of  his  schoolmates.     (All. 
examples  of  proper  names.) 


SECOND  GRADE  PRIMARY 35 

7.  Occasionally,  let  the  class  select  from  a  reading  lesson 
names  of  persons  or  places  that  begin  with  a  capital  letter. 
(Proper  nouns.) 

8.  The    spelling   and    correct  use    of   the  name  of   days 
and  months,  with  their  abbreviations.     (Proper  nouns.) 

9.  Exercises  in  writing  short,  simple  sentences  beginning 
with  a  capital  letter,  and  ending  with  a  period.     Teachers  will 
make  use   of  the  first  20  lessons  of    the  "  State  Lessons  in 
Language." 

10.  Exercises  in  writing  short  questions. 

11.  Exercises  in  writing    nouns    that    denote  ownership. 
(Apostrophe  and  s.) 

12.  Examples  in  sentences  of  the  correct  use  of  the  pro- 
nouns, he,  she,  and  I. 

13.  Teach  pupils  how  to  use  initial  letters  in  writing  names 
of  persons. 

14.  Exercises  in  selecting  from   a  given   reading  lesson: 
(1)  The  nouns;  (2)  The  proper  nouns;  (3)  The  verbs;  (4)  The 
articles. 

15.  Teachers    are     referred    for    additional    exercises    in 
sentence-making  to  the  first  50  lessons  in  the  "  State  Lessons 
in    Language,"    Swinton's    Language    Primer,    First    Year's 
Work,    Hackett    &     Kennedy's     Common     School     English 
"  Methods  of  Teaching,"  pp.  258  to  268,  Partridge's  "Quincy 
Methods." 

SEC.  III.     ARITHMETIC 

Principles. 

I.     Every  lesson  in  numbers  should  be  also  a  lesson  in 
language. 


36.  SECOND  GRADE  PRIMARY 

II.     In  beginning  a  new  form  of  operation,  use  only  small 
numbers. 

III.  Accurate    results    are    vastly  more    important  than 
rapid  work.  • 

IV.  Give  slow  pupils  a  chance  by  allowing  plenty  of  time 
for  them  to  do  their  work. 


I.    GENERAI,  OUTLINES 

3  1-2  Hours  a    Week. 

1.  Adding,  subtracting,  multiplying,  and  dividing  num- 
bers from  one  to  one  hundred,  inclusive — no  multiplier  or 
divisor  greater  than  ten  required. 

2.  Simple  relations  of  numbers  from  one  to  one  hundred, 
inclusive. 

3.  Adding   and    subtracting    numbers    from    1    to    100, 

inclusive. 

\ 

4.  Second,  minute  ;  minute,  hour  ;  hour,  day,  week ;  week, 
year ;  day,  year. 

5.  The  writing  of  a  few  business  common  fractions. 


SPECIFIC    DIRECTIONS 

1.  State  Primary  Number  Lessons,  in  the  hands  of  pupils. 
Take  to  Lesson  69. 

2.  Reading  and  writing  numbers  to  1,000. 

3.  Many  short  examples  in  adding  columns  of  units,  the 


SECOND  GRADE 'PRIMARY  37 

sum  not  to  exceed  50.     The  object  should  be  to  have  every 
pupil  get  the  correct  answer. 

4.  Short  slate  and  blackboard  exercises  in  addition,  sub- 
traction, multiplication  and  division,  using  only  small  numbers. 
Large  numbers  only  confuse  and  fatigue  young  children. 

5.  Easy  examples  in  adding  or  subtracting  decimal  frac- 
tions,  limited   to    tenths   and    hundredths.      Multiplying   and 
dividing  easy  decimals  by  divisors  less  tnan  5. 


.2 

.5 

.15 

$1.25 

.2X4=.8 

.3 

.4 

.20 

2.75 

.2X7=1.4 

.4 

.6 

.12 

4.50 

.3X9=2.7 







.2X5=1. 

.9          1.5          .47  $8.50 

For  further  examples  teachers  are  referred  to  "  Methods  of 
Teaching,"  pp.  211,  212,  213. 

6.  Pass  around  the  class  the  following  coins  of  the  United 
States :  the  nickel,  or  five-cent  piece,  the  dime,  quarter-dollar, 
half-dollar,  dollar,  quarter-eagle,  half-eagle,  eagle. 

7.  Reading,  writing  and  adding  dollars  and  cents.     Multi- 
plying dollars  and  cents  by  unit  figures. 

For  model  exercises,  teachers  are  referred  to  "  Methods  of 
Teaching,"  p.  213. 

8.  Easy  examples  in  adding  and  subtracting  concrete  num- 
bers, such  as  pints,  quarts,  inches,  feet,  pounds,  etc. 

9.  Multiplication  Table  to  10  times  5. 

10.  Find  i,  i,  i,  of  numbers  not  to  exceed  a   maximum  of 
50. 


38  SECOND  GRADE  PRIMARY 

11.  Easy  examples  in  adding  such  fractions  as  -J-  and  i  ;  i 
and  £  ;  also  in  adding  columns  of  halves,  thirds,  fourths,  fifths, 
eighths  and  tenths. 

12.  Drill  in  counting  to  100,  and  then  backward  from  100, 
by  2's,  3's,  4's,  5's.     Occasionally  make  a  game    of   this  by 
requiring  every  pupil  that  makes  a  mistake  to  be  seated. 

13.  Counting  by  i's  to  20,  and  backward,  counting  by  i's  ; 
counting  by  1-5's  ;  by  1-10's. 

14.  Exercises  :     Inch,  foot,  yard  ;  pint,,  quart,  gallon  ;  day, 
week,  month  ;  dozen. 

15.  Easy  examples  in  common/  and  decimal  fractions. 


2£=2.5  $H=1.25 

3^=3.5  $H=1.50 

4i=4.5  $2^=2.50 


H=1.5          10i=10.5 

For  further  examples  for  beginners  see  "Methods  of  Teach- 
ing," pp.  209  to  213. 

16.  In  all  the  operations  in  this  grade  teachers  will  exer- 
cise their  common-sense,  and  keep  their  work  within  reason- 
able limits.     They  will  allow  their  pupils  to  learn  how  to  make 
a  beginning  with  small  numbers  and  short  examples. 

17.  Teachers    are    referred   to    Seymour   Eaton's     "  Easy 
Problems  for  Young  Thinkers ;  "   to  Dunton's  Arithmetic  in 
Primary  Schools. 

SEC.  IV.    GEOGRAPHY 

I.     The    best   lesson   that  teachers  can   give  to  a  class  of 
beginners  in  geography  in  this  city  is  to  take  the  children  to 


SECOND  GRADE  PRIMARY  39 

the  top  of  the  nearest  hill  and  call  their  attention  to  whatever 
natural  features  of  land  and  water  are  within  the  field  of  view. 
Then  connect  the  knowledge  acquired  by  actually  seeing  things 
with  a  picture  or  map. 

II.  Any  teachers  who  will  give  this  best  of  all  lessons  to 
their  classes  are  given  permission  to  take  their  classes  out  for 
a  half  or  a  whole  day,  once  a  year,  for  an  observation  lesson. 


SPECIFIC  DIRECTIONS 

1.  Teachers  will  make  use  of  the  first  sixteen  pages  of  the 
State  Elementary  Geography. 

2.  Give  a  few  short  lessons  on  the  school  globe  to  show  the 
shape  of  the  earth,  the  grand  divisions,  and  the  Atlantic  and 
Pacific  Oceans. 

3.  Exercises  on  a  Map  of  the  Bay  Counties. 

4.  Easy  lessons  in  local  geography,  asking  questions  like 
the  following  : 

(1).     Have  you  ever  seen  a  bay  ?     If  so,  what  one  ? 

(2).     Have  you  ever  seen  an  island  ?     What  is  it  called  ? 

(3).     What  mountain  have  you  seen  ? 

(4.)     Name  all  the  hills  you  know  of. 

(5).     Have  you  ever  been  to  the  top  of  Telegraph  Hill  ? 

If  so,  what  did  you  see  from  the  summit  ? 
(6).     For  further  suggestions  teachers  are   referred  to 

Col.  Parker's  "  How  to  Study  Geography." 


40 SECOND  GRADE  PRIMARY 

SEC.  V.    OBSERVATION  LESSONS 

I.  "The  first  teaching  a  child  wants  is  an  object-lesson  of 
one  sort  or  another;  and  as  soon  as  it  is  fit  for  systematic 
instruction  it  is  fit  for  a  modicum  of  science."  — Huxley. 


i.    GENERAL  OUTLINES 

3  Hours  a  Week 

1.  OBSERVATION  LESSONS  ON  NATURE,  ON  PLANTS,  ON  ANI- 
MALS, AND  ON  THE  HUMAN  BODY  :  (a)  Air,  wind ;  rain,  the 
natural  features  of  the  vicinity ;  sunrise  and  sunset ;  the  sea- 
sons. (6)  Trees,  shrubs,  vegetables,  (c)  Grass-eaters;  flesh- 
eaters  ;  animals  with  hoofs,  claws,  wings  ;  animals  that  live  on 
the  land ;  in  the  water ;  fly  through  the  air.  (d)  Lessons  on 
how  we  move,  and  w^hy  we  take  exercise ;  how  and  why  we 
eat  ;  what  drinks  we  should  avoid ;  the  use  of  the  blood ;  how 
we  breathe  and  why  we  need  pure  air  ;  why  we  should  bathe ; 
why  we  should  keep  regular  hours  and  why  we  should  have 
plenty  of  sleep. 


SPECIFIC  DIRECTIONS 

/.     Conversation  Lessons  on  Animals 

ANIMALS:  (1)  Lion,  tiger,  camel,  elephant.  (2)  Bees,  butter- 
flies, birds,  ants.  (3)  Animals  included  in  the  First  Grade 
reviewed. 

Use  the  charts  if  there  are  any  in  school.  Let  your  pupils 
make  rough  sketches  of  any  animal  they  think  they  can  draw. 


SECOND  GRADE  PRIMARY 


Teachers  will    draw  on  the  blackboard  rough   outlines  of 
animals  from  Little's  or  Augsburg's  Outlines. 


ii.    ORAL  INSTRUCTION  LESSORS 

(1.)  PLANTS  :  Flower,  leaf,  stem,  root,  bud,  blossom,  fruit, 
seed.  Examined  and  talked  about.  Rough  sketches  of  leaves, 
stems,  or  flowers,  on  slate,  blackboard,  or  practice  paper.  Let 
pupils  bring  the  leaves,  plants  or  flowers  into  the  schoolroom. 
Teachers  will  put  on  the  blackboard  outlines  from  Little  or 
Augsburg  and  allow  pupils  to  copy  them  on  slates  or  black- 
boards. 

(2.)  NATURAL  PHENOMENA:  Day  and  night;  air,  wind; 
fog  and  dew. 

(3.)  COLOR  :  (1)  Grouping  flowers  by  colors,  as  scarlet, 
crimson,  pink.  (2)  Grouping  by  contrast,  as  red,  white,  blue. 

(4.)  PLACE  AND  DISTANCE  :  Pupils  required  actually  to 
measure  in  inches  and  feet  the  length  of  blackboards,  desks, 
tables,  etc.,  in  the  schoolroom.  Map  of  schoolroom  to  be 
drawn. 

NOTE. — For  further  suggestions,  teachers  are  referred  to 
Partridge's  "  Quincy  Methods,"  Calkin's  "  Object  Lessons," 
Sheldon's  Elementary  Instruction. 


SEC.  VI.     HEALTH,  MORALS  AND  POLITENESS 

"  1667.  Instruction  must  be  given  in  all  grades  of  schools 
and  in  all  classes  during  the  entire  school  course,  in  manners 
and  morals,  and  upon  the  nature  of  alcoholic  drinks  and  nar- 
cotics, and  their  effects  upon  the  human  system." 

School  Law  of  California. 


42  •  SECOND  GRADE  PRIMARY 

"  1702.  It  shall  be  the  duty  of  all  teachers  to  endeavor  to 
impress  upon  the  minds  of  the  pupils  the  principles  of  moral- 
ity, truth,  justice  and  patriotism,  to  teach  them  to  avoid  idle- 
ness, profanity,  and  falsehood,  and  to  instruct  them  in  the 
principles  of  a  free  government,  and  to  train  them  up  to  a 
true  comprehension  of  the  rights,  duties  and  dignity  of  Amer- 
ican citizenship."  — School  Law  of  California. 


i.  TRAILING  I1V  POUTEXESS 

I.     TOPICS  FOR  SHORT  TALKS  :  Take  at  least  one  short  talk 
every  week  on  Monday  morning. 

1.  Manners  at  school. 

2.  Manners  at  home. 

3.  Manners  on  the  street. 

4.  Manners  at  the  table. 

• 

5.  Manners  toward  the  aged. 

6.  Manners  in  street-cars. 


SPECIFIC  DIRECTIONS 

1.  Train  children  to  be  polite  to  their  teachers  and  school- 
mates. 

2.  Talk  to  them   about  being  particularly   respectful  and 
polite  at  home   to  their  fathers   and   mothers,  brothers  and 
sisters. 

3.  Talk  to  them  about  kindness  to  animals,  such  as  dogs, 
cats,  birds  and  horses.     Teach  them  that  kindness  to  animals 
is  only  another  form  of  politeness.     Read  to  them  extracts 


SECOND  GRADE  PRIMARY  43 

from   "  Black   Beauty."     Impress   on  the  mind  of  every  boy 
that  his  mother  is,  for  him,  the  first  lady  in  the  land. 


.  —  For   suggestive  exercises,  teachers  are   referred  to 
Dewey's  "  How  to  Teach  Manners." 


II.  MORAL  XRAIXIXG 

Opening  Exercise,  Half  Hour  a  Week. 

,  i 

1  Teachers  are  directed  to  give  instruction  for  a  few  min- 
utes in  good  manners  and  good  morals  at  the  opening  of  school 
in  the  morning  and  at  other  favorable  opportunities.  In  giv- 
ing this  instruction,  teachers  should  keep  strictly  within  the 
bounds  of  manners  and  morals,  and  thus  avoid  all  occasions 
for  treating  of  or  alluding  to  sectarian  subjects. 

2.  Teachers  will  seek  to  plant  in  the  minds  and  hearts  of 
their  pupils  the  principles  of  right  living,  especially  of  tem- 
perance ;  and  thus,  in  spirit  and  in  letter,  to  carry  out  the  law 
that  requires  teachers  to  explain  to  their  pupils  the  effects  of 
the  use  of  narcotics  and  alcoholic  stimulants  on  body  and  mind. 


SPECIFIC  DIRECTIONS 

1.  Show  boys  why  it  is  wrong  to  play  truant. 

2.  Why  it  is  wrong  for  them  to  fight. 

3.  Show  children  why  they  ought  to  tell  the  truth. 

4.  Caution  boys  against  smoking  cigarettes. 

5.  Read  to  your  class  the  story  of  "  Patsy,"  by  Kate  Doug- 
s  Wiggin. 

6.  Lead  children  to  avoid  thoughtless   cruelty  to  animals, 


44  SECOND  GRADE  PRIMARY 

such  as  dogs,  cats,  and  horses  ;  to  insects  and  to  birds. 

7.  Lead  them  to  consider  kind  treatment  of  animals  one 
form  of  politeness. 

8.  Let  every  pupil  commit  to  memory  the  following  stanza  : 

"  He  prayeth  best  who  loveth  best 
All  things  both  great  and  small, 

For  the  great  God  who  loveth  us, 

He  made  and  loveth  all."  — Coleridge. 

9.  The  formation  of  a  "  Band  of  Mercy "  has  proved   in 
many  schools  a  most  efficient  means  of  moral  training.     The 
following  is  the  pledge  used  in  one  school,  signed  by  over  1,000 
names  : 

"We,  the  undersigned,  do  solemnly  promise  that  we  will 
NOT  FIGHT,  and  that  we  will  do  all  in  our  power  to  prevent 
others  from  fighting. 

"We  do  solemnly  promise  not  to  STONE  CHINAMEN,  and  to 
try  to  prevent  others  from  doing  it. 

"We  do  solemnly  promise  not  to  ABUSE  ANIMALS,  and  to  do- 
all  we  can  to  protect  them  from  the  abuse  of  others." 


III.    PHYSICAL 

1.  Free  gymnastic  drill. 

2.  Kindergarten  motion  songs. 

3.  Breathing  exercises  and  vocal  drill. 

4.  Care  of  the  hands,  face,  teeth  and  hair. 

5.  Tidiness  of  dress. 

NOTE. — Teachers  are  requested  to  make  use  of  Dr.  Walker's 
"Health  Lessons,"  a  book  full  of  excellent  suggestions. 


SECOND  GRADE  PRIMARY  45 


SEC.  VII.    BOOKS  FOR.  TEACHERS 

Teachers  are  requested  to  read  the  following  books : 
"  Chats  with  Young  Teachers." — Anna  B.  Badlam. 
Allen's  "  Mind  Studies  for  Young  Teachers." 
Gordy's  Psychology. 


SEC.  VIII.    ORAWUVG 

I.     Sketching    and    outlining    objects,    such    as    leaves, 
flowers,  and  plants,  in  connection  with  observation  lessons. 

II.  Copying  outlines  drawn  upon  the  blackboard  by 
teachers,  of  animals,  birds,  insects,  etc.,  from  Augsburg's  or 
Little's  Book  of  Outlines. 

III.  Rough  drawings  of  domestic  utensils  and  implements. 

IV.  The  supplementary  use  of  any  drawing-book  adopted 
by  the  Board  of  Education. 


46  THIRD  GRADE  PRIMARY 


THIRD   GRADE   PRIMARY 

[Fourth  School  Year.] 

No  Home  Lessons 

"  Teachers  shall  assign  no  lessons  whatever  for  home  study 
to  pupils  in  the  first,  second  and  third  grades." 

— Rules  of  the  Board  of  Education. 

General  Principles. 

I.     "The  aim  of  all  intellectual  training  for  the  mass  of 
the  people  should  be  to  cultivate  common  sense." 

— John  Stuart  Mill. 

II.     "Worth  belongs  to  any  subject  of  study  if  it  conveys 
methods  that  are  useful  far  beyond  itself." 

— Sain. 


SEC.  I.     RBADITVG,  WRITI1VG,  I.ANGUAGE, 
AXD  SPBULIKG. 

I.  The  real  secret  of  having  children  learn  to  read,  is  to 
furnish  them  with  an  abundant  supply  of  interesting  matter 
to  read. 

II.     When  a  child   begins  to  read   books   from   a  love  of 
them,  he  begins  to  educate  himself. 


THIRD  GRADE  PRIMARY  47 

i.    GBXERAL  OU1XI1VBS 

9  Hours  a   Week. 

Oral  and  written  expression,   including  writing,  5  hours ; 
reading,  4  hours. 

1.  Oral  and  written  exercises  in  the  use  of  language  as  an 
expression  of  thought.    Special  attention  to  be  given  to  correct 
forms  of  speech. — Material:  (a)  Elementary  Science  lessons. 

(b)  Supplementary  reading,     (c)  Pictures. —  Work:   (a)    Oral 
reproduction   of  the  reading  lessons,     (b)    Oral  and  written 
reproduction  of   what  has    been  read  or  told    to  the  pupils, 
or    silently    read    by   them,     (c)  Reproduction  of   lessons  in 
Elementary  Science  and  Geography,     (d)  Studies  of  pictures; 
stories  told  and  written  from  them,      (e)    Conversations  on 
good  manners  and  good  morals.     (/)  Letter-writing,     (g)  The 
correct  pronunciation  and  use  of  words   frequently  mispro- 
nounced and  misused.     (h)  Vowels  and  consonants,     (i)  Uses 
of  the  apostrophe,     (j)  Syllabication,    (k)  Common  abbrevia- 
tions.    (I)  Quotations,     (m)  Frequent  dictation  exercises  for 
spelling,  punctuation,  and  forms  used  in  letter-writing. 

2.  WRITING  :     (a)  Practice  in  the  various  movements  of 
arm,  hand,  and  fingers,  with  pen  held  correctly,    (b)  Copying 
from   the   blackboard,      (c)    Writing  selections   and   dictated 
exercises  in  blank-books. 

3.  READING  :      (a)    From  the   authorized  text-book.      (b) 
From  the  permanent,  or  collateral  supplementary  books ;  and 

(c)  from  the  circulating  sets  of  supplementary  books  suitable 
for  this  grade,     (d)    A  few  choice  selections  of  appropriate 
poetry  are  to  be  studied,  committed  to  memory,  and  recited. 

NOTE. — Teachers  should  keep  in  mind  the  great  object  both 
of  oral  and  of  silent  reading :  viz.,  to  understand  and  acquire 


48  THIRD  GRADE  PRIMARY 

the  thoughts  and  sentiments  expressed  in  script  or  print.  It 
is  also  the  object  of  oral  reading  to  express  aloud  or  to  com- 
municate to  others  these  thoughts  and  sentiments  in  the  words 
of  the  author.  To  do  this  with  clearness  and  force  demands 
of  the  reader  a  complete  mastery  of  the  words,  distinct  articu- 
lation, just  emphasis,  and  right  inflection.  Frequent  exercises 
to  secure  these  essentials  of  good  oral  reading  are  especially 
desirable  in  the  lower  classes. 

The  supplementary  reading,  permanent  and  circulating, 
may  be  made  of  great  educational  value.  Rightly  used,  it 
will  inform  the  mind,  awaken  thought,  and  improve  expres- 
sion ;  moreover,  it  will  lead  to  the  formation  of  good  mental 
habits  and  to  greater  facility  in  reading.  Every  exercise  in 
reading  should  be  so  conducted  as  to  hold  the  close  attention 
of  all  engaged  in  it. 


II.  SPECIFIC  DIRECTIONS 

1.  State  Second  Reader  to    Lesson   31.      Two    lessons  a 
week.     Teachers  are  instructed  to  carry  out  the  suggestions 
in   the  "  Preface."     In  addition,  the  teachers  will  take  two 
exercises  a  week  in  sets  of  supplementary  reading  from  the 
library. 

2.  Teachers  are  instructed  to  take  all  written  exercises 
required  at  the  end  of  the  reading  lesson. 

3.  Train  pupils  to  think  about  the  meaning  of  what  they 
I  read. 

'  4.     Occasionally,  take  short  lessons  of  one  or  two  minutes 
in  phonic  drill  to  aid  in  securing  distinct  articulation. 

5.  Pay  reasonable  attention  to  diacritical  marks,  omitting 
some  of  the  most  difficult. 

6.  Poetry  to  be  memorized  by  the  class  during  the  year : 


THIRD  GRADE  PRIMARY  49 

1.  Always  Speak  the  Truth,  p.  13. 

2.  Suppose,  p.  93. 

3.  The  Bluebird's  Song,  p.  174. 

7.  State   Speller,   in  the  hands  of  pupils,  to  Lesson  48. 
Spelling,  partly  oral  and  partly  written. 

8.  Once  in  two  weeks  make  up  a  spelling  match  by  letting 
pupils  choose  sides.     Dictate  review  words  both  from  reader 
and  speller. 

9.  Occasionally,  take  a  "spelling  game."     For  a  variety 
of  such  games,  see  "Methods  of  Teaching,"   pp.  134,  135,  136. 

10.  Occasionally,    have    a    concert    drill   in    pronouncing 
columns  of  words  from  the  speller  to  aid  in  securing  distinct 
articulation  and  correct  pronunciation. 

11.  Occasionally,  give  a  drill  in  concert  phonic  spelling 
from  some  lesson  in  the  speller. 

12.  The  following  methods  will  be  found  useful,  and  will 
enable  teachers  to  vary  the  monotony  of  routine  lessons : 

(1.)  Write  the  names  of  all  the  objects  in  the  school 
room. 

(2.)  Let  each  pupil  in  turn  name  and  spell  orally  the 
name  of  some  article  of  food. 

(3.)  Write  a  list  of  articles  sold  in  a  grocery  store  ;  a 
list  of  the  names  of  flowers,  fishes,  birds, 
insects,  trees,  etc. 

13.  For  books  from  which  to  select  good  lists  of  words  for 
additional  lessons,  teachers  are  referred  to  Swinton's  Word 
Primer. 

14.  Once  a  week  ask  your  pupils  to  take  home  their  Second 
Readers  and  read  aloud  to  their  parents  the  best  lesson  of  the 
week,  in  order  to  show  how  well  they  can  read. 

15.  In  this  grade  teachers  are  expected  to  find  out  what 


5o  THIRD  GRADE  PRIMARY 

kind  of  books  their  pupils  are  reading  at  home,  and  to  recom- 
mend suitable  books  for  them  to  read. 

Teachers  will  tell  their  pupils  how  to  draw  books  from  the 
Free  Library  or  the  Mechanics'  Institute  Library  or  the  Mer- 
cantile Library,  and  will  give  a  list  of  at  least  five  suitable 
books  to  be  read. 

16.  The  best  way  to  teach  children-  to  read,  after  they  are 
once  started,  is  to  get  into  their  hands  a  good  story  book. 

17.  For  further  suggestions    about  .methods    in  reading, 
teachers  are  referred  to  "  Methods  of  Teaching,"   pp.  189  to 
195;  pp.  123  to  131. 


SEC.  II.    LANGUAGE    LESSONS 

* 

General  Principles. 

I.     Ideas  before  words. 
II.     Thought  before  expression. 
III.     Practice  before  scientific  rules. 

I.    GENERAL   OUTLINES 

1.  "  Lessons  in   Language,"  State   Series  in  the   hands  of 
pupils  to  Lesson  52.     Teachers  will  carefully  study  the  direc- 
tions and  suggestions  in  the  preface  of  this  book,  and  then 
carry  them  into  practice. 

2.  Learning  to  distinguish  Declarative,  Interrogative,  and 
Exclamatory  sentences.     Constructing  sentences  and  distin- 
guishing  nouns,   verbs,   and   adjectives,   and    selecting  such 
words  from  the  reading  lessons.     Constructing  sentences  to 
express  present,  past,  and  future  time.     Modifiers  of  verbs  to 
tell  when,  where,  and  how.     Correcting  common  blunders  and 


THIRD  GRADE  PRIMARY  51 

errors  in  the  use  of  was,  were;  did,  done;  saw,  seen;  go,  went, 
etc.  Analysis  of  simple  sentences  extending  to  subject  and 
predicate.  Once  in  two  weeks,  composition  exercises  consisting 
of  letter-writing,  abstracts  of  easy  reading  lessons,  transposing 
easy  poetry  into  prose,  reports  of  oral  lessons,  and  simple 
descriptions  of  objects. 


II.    SPECIFIC    DIRECTIONS 

1.  Develop  the  idea  of  a  telling  sentence.     (Declarative.) 

2.  Lead  pupils  to  arrive  at  an  idea  of  an  asking  sentence 
(interrogative),  and  to  learn  the  rule  for  closing  such  a  sen- 
tence. 

3.  The  same  exercise  with  an  exclamatory  sentence. 

4.  Definition  of  a  noun,  and  exercises  in  finding  nouns  in 
a  reading  lesson  ;    making  numerous  lists  of  ten   names   of 
common  objects. 

5.  Nouns  that  begin  with  a  capital  letter. 

6.  The  words  /  and  0  should  always  be  capitals — hunt  for 
them  in  reading  lessons. 

7.  Singular  and  plural  forms  of   nouns.     Lead   pupils,  by 
example,  to  find  out  the  rule  for  forming  plurals. 

8.  The  possessive  forms  of  nouns  in  the  singular  number. 
Hunt  for  examples  in  the  reading  lessons. 

9.  Use    of    quotation    marks.     Find   illustrations    in   the 
reading  lessons. 

10.  Contracted  words  ;  use  of  the  apostrophe. 

11.  Use  of  the  comma  in  a  succession  of  particulars  when 
and  is  omitted. 

12.  Have   pupils   learn  the  use   of   a  hyphen  in  a  word 
divided  at  the  end  of  a  line  ;  in  compound  words. 


52  THIRD  GRADE  PRIMARY 

13.  Let  pupils  find  as  many  adjectives  as  they  can  in  some 
selected  lesson. 

14.  Let  pupils  hunt  for  verbs  in  some  selected  lesson. 

15.  Let  pupils  write  a  list  of  all  the  verbs  they  can  think  of. 

16.  For   additional   exercises    in    language,    teachers    are 
referred  to   "  Swinton's   Language  Primer "  and   "  Language 
Lessons  "  and  "Methods  of  Teaching,"  pp.  279  to  287. 

17.  Once  in  two  weeks  give  an  exercise  in^ letter-writing. 

18.  Once  in  two  weeks  an  exercise  in  composition-writing. 
Teachers  are  referred  for  exercises  to  "Methods  of  Teaching," 
pp.  258  to  267. 

SEC.  III.    ARITHMETIC. 

Principles 

I.  The  teacher  must  keep  clearly  in  mind  the  two  leading 
objects  of  the  study  of  arithmetic  ;   (1)  for  practical  business 
in  life  ;  (2)  for  mental  discipline  in  habits  of  attention,  and  in 
simple  processes  of  reasoning. 

II.  More   than   any    other   elementary   study,    arithmetic 
enables  the  teacher  to  estimate  the   exact  amount  of   work 
actually  done  by  pupils. 

III.  Teachers  must  bear  in  mind  that  for  many  children 
arithmetic  is  a  difficult  study,  especially  at  an  early  age.     It  is 
not  wise  to  assume  that  pupils  who  are  slow  in  learning  arith- 
metic are  dull. 


I.    GENERAI,    OUTLINES 

4  1-2  Hours  a  Week 

Oral  exercises  with  simple  numbers,  and  arithmetic  at  sight, 
to  precede,  accompany  and  follow  each  subject  in  written 
arithmetic. 


THIRD  GRADE  PRIMARY  53 

1.  (a)     Combinations  of  hundreds,  and  of  hundreds  with 
smaller  numbers.     (b)     Writing  and  reading  integers. 

2.  (a)     Addition   and  subtraction  in  integers — sums  and 
minuends   not  to  exceed  one  thousand,     (b)     Multiplication 
and    division    in    integers — products   and    dividends   not   to 
exceed  one  thousand. 

3.  (a)     Simple    concrete    illustrations    of    fractions,     (b) 
Writing  and  reading  decimals  to  and  including  thousandths, 
(c)     The  units  of  United  States  money,  with  their  relation  to 
one  another. 

4.  (a)     Addition    and    subtraction    of     decimals   to    and 
including  thousandths  ;  and  (b)  of  United  States  money. 

5.  (a)     The  units  of  long,  of  liquid  and   of  dry  measure, 
with   their  relations,     (b)     Measuring  distances  and  length, 
width  and  height  or  depth. 


II.     GENERAI,    PRINCIPLES 

I.     Train  pupils  to  do  their  work  slowly  and  accurately. 
II.     In  this   grade  omit  useless  verbiage  in   explanations, 
definitions  and  analysis  ;  keep  down  to  business  numbers. 

III.  Remember  that  a  method  or  principle  is  most  quickly 
perceived  in  working  with  small  numbers. 

IV.  Some   of  your  pupils  will  not  remain  in  school  after 
this  year  ;  try  to  fit  them  for  simple  business  calculations. 

V.     Omit  complicated  problems  and  avoid  long  operations 
with  large  numbers. 


III.    SPECIFIC    DIRECTIONS 

1.     State  "  Primary  Number  Lessons  "  to  Lesson  69.     Book 
in  the   hands   of   pupils.     Teachers  will  carefully  study  the 


54  THIRD  GRADE  PRIMARY 

suggestions  in  the  preface  of  the  Text-book,  and  then  carry 
them  into  practice. 

2.  The  reading  and  writing  of  numbers  to  one  thousand. 

3.  Drill  in  addition  and  subtraction  ;    numbers  used  not 
exceeding  hundreds.     Multiplication  of  numbers,  the  product 
not  to  exceed  1,000.     Division,  using  dividends  not  exceeding 
1,000.     Divisors  not  exceeding  10.     Multiplication    of    small 
numbers  by  two  figures. 

4.  Drill  on  tables. 

5.  Multiplication  table  to  10  times  10. 

6.  Adding  and  subtracting  decimals  not  exceeding  hun- 
dredths.     Multiplying  decimals  and  mixed  numbers  by  Avhole 
numbers,  not  exceeding  10. 

7.  Slate  and  blackboard  drill  in  adding  dollars  and  cents  ; 
amount  not  to  exceed  $100.     Fractions  of  cents  to  be  written 
in  business  forms. 


MODELS 

$  8.16| 

$  1.06* 

5.33* 

2.24f 

8.24f 

5.17* 

4.25 

2.87* 

$13.66*  $25.99|  $11.36 

8.  Call  the  class  in  line  around  the  room  and  let  pupils 
count  by  2's,  3's,  4's  and  5's  to  100  ;  then  reverse  the  counting 
from  100  to  0.     Any  pupil  that  makes  a  miscount  must   be 
seated. 

9.  Same  drill  in  counting  by  *,  *,  *  and  1-5 

10.  Same  drill  in  adding  and  subtracting  by  5. 

11.  Teach  first  the  form  of  long  division,  using  small  divi- 
dends, the  divisors  less  than  10.     If  pupils  are  capable  of  more 
work  let  them  use  a  divisor  not  exceeding  25. 


THIRD  GRADE  PRIMARY 55 

12.  Train  pupils  to  make  up  questions  in  mental  arithmetic 
to  be  given  to  the  class. 

13.  Short  business  examples  such  as  might  occur  in  buying 
things  at  a  grocery  store.     Simplest  form  of  a  bill. 

14.  Exercises  in  making  change. 

15.  Combine  mental   and  written   arithmetic.     Lead  pupils 
by  easy  questions  from  simple   examples  worked  mentally  to 
longer  ones  worked  on  the  slate. 

16.  Tables  to  be  learned  : 

1.  Inches,  feet. 

2.  Avoirdupois  Weight — Ounces,  pounds. 

3.  United  States  money. 

4.  Liquid  Measure. — Gills,  pints,  quarts,  gallons. 

17.  For  aid  in  mental  arithmetic  teachers  are  referred  to 
"  Easy  Problems  for  Young  Thinkers,"  by   Seymour  Eaton  ; 
Duntoii's  "  Arithmetic  in  Primary  School ;  "  and  "  Baldwin's 
Industrial  Arithmetic." 


SEC.  IV.     GEOGRAPHY 
General  Princii 


I.  Lay  some  kind  of  a  basis  of  conception  by  calling  the 
attention  of  pupils  to  whatever  natural  features  of  land  and 
water  are  within  the  limited  field  of  their  observation. 

II.  If  possible  take  the  whole  class  out  to  some  hill-top 
near  your  school,  and  show  them  how  to  observe  everything 
that  can  be  seen. 

III.  The  method  of  beginning  with  outlines  and  afterward 
filling  in  with  details  must  to  a  certain  extent  be  carried  along 
with  that  of  laying  a  foundation  of  correct  notions  based  upon 
a  knowledge  of  local  geography. 


56  THIRD  GRADE  PRIMARY 


I.    GENERAI,  OUTLINES 

2  hours  a  week 
First  Stage  of  the  Study  of  Geography 

1.  The  earth  as  a  whole  :  Its   shape,  surface   and  general 
conditions,  as  studied  with  a  school  globe. 

2.  (a)    Study  of  natural  features   by  observation  of    real 
geographical  forms  :  San  Francisco  and  vicinity.    (6)  Drawing 
a  plan  of  the  school-room,     (c)  Use  of  the  compass  ;  direction, 
distance,  position,     (d)  Study  of  a  map  of  San  Francisco  and 
vicinity,     (e)  Observation  lessons  on  a  map  of  the  State  of 
California,  or  of  the  bay  counties. 

3.  General  study  from  globe  and  maps :     (a)  The  hemi- 
spheres, continents,  grand  divisions,  and  oceans.  One  mountain 
range  in  each  grand  division;  two  large  cities;  one  large  river; 
two  or  three  important  counties. 

4.  For  supplementary  reading,  use  Baker's  Geography  for 
Young  Folks. 

NOTE. — The  class  are  to  read  books  treating  of  geographical 
subjects,  and  are  to  make  collections  of  specimens  of  the 
materials  and  products  mentioned  in  the  reading  and  char- 
acteristic of  the  countries  and  places  studied.  Oral  repro- 
duction of  the  lessons  should  follow. 


II.    SPECIFIC  DIRECTIONS 

1.  Teachers  will  give  the   exercises  included  in  the  first 
ten  lessons  of  the  State  Elementary  Geography. 

2.  Common-sense  exercises  in  the  local  geography  of  San 
Francisco    and  vicinity.     Direction  of  Market  Street,  Mont- 
gomery Street,  California  Street,  and  other  parallel  streets. 


THIRD  GRADE  PRIMARY 57 

All  the  natural  divisions  of  land  and  water  that  pupils  can 
see  with  their  own  eyes. 

3.  Common-sense  lessons  from  Bancroft's  Map  of  the  Coast 
Counties. 

4.  Use  the  school  globe.     Ask  questions  like  the  following, 
sending  each  pupil  in  turn  to  the  globe  : 


I. 

I.  Point   out  with   your  finger  the    parts  that  represent 
land ;  water. 

2.  Which   is  the  larger,   the   land   surface  or  the  water 
surface  ? 

3.  Turn  the  globe  round  once:  On  what  does  it  turn? 

4.  In  what  time  does  the  real  earth  turn  round  or  rotate 
once?     On  what  does  it  turn  ? 

5.  Find  the  most  northerly  point  of  the  globe. 

6.  Place  your  finger  on  the  most  southerly  point. 

7.  Put  your  finger  on  the  black  line  half-way  between  the 
two  poles  and  follow  it  around  the  globe ;  what  is  it  called  ? 

8.  Find  the  Pacific  ocean  ;  the  Atlantic  ocean. 

9.  Find  the  Indian  ocean. 

10.     Point  out  North  America;  South  America. 

II.  Find  Europe,  Asia,  Africa. 

12.  Turn  the  Eastern  Hemisphere   toward  the  class  ;  the 
Western. 

13.  Which  is  the  larger  ? 

14.  Find  five  islands  and  tell  their  names. 


58  THIRD  GRADE  PRIMARY 


SEC.  v.   ELEMENTARY 

1  1-2  hours  a  week 
General  Principles 

I.  The  main  purpose  of  elementary  lessons  in  natural 
science  is,  not  to  crowd  the  memory  with  facts  and  names,  but 
to  train  pupils  to  observe  and  to  tell  what  they  are  able  to  find 
out  about  things. 

II.  "  Observation  is  the  absolute  basis  of  all  knowledge. 
The  first  object,  then,  in  education,  must  be  to  lead  a  child  to 
observe  with  accuracy  ;  and  second  to  express  with  correctness 
the  result  of  his  observation."  —  Pestalazzi. 

III.  Begin  with  things  that  most  of  your  pupils  know 
something  about,  adhering  strictly  to  the  principles  of  exam- 
ing  real  objects  whenever  possible,  and  when  not,  of  using 
pictures. 

1.  Lessons  on  the  HUMAN  BODY,  with  special  reference  to 
HYGIENE. 

(a)  The  head,  trunk  and  extremities.  (6)  How  to  train 
the  body  so  as  to  make  and  keep  it  healthful,  strong  and  grace- 
ful. (c)  Simple  study  of  the  special  senses  ;  their  use  and 
abuse. 

NOTE  1.  —  Each  year  of  the  Grammar-School  course  of  study 
teachers  must  give  to  their  pupils  instruction  upon  proper 
food  and  clothing,  suitable  exercise  and  rest,  pure  air,  sufficient 
light,  and  temperance  in  eating  and  drinking.  The  attention 
of  teachers  is  especially  called  to  the  requirements  of  the  fol- 
lowing law  of  this  State.  Sec.  1665.  "  Instruction  must  be 
given  in  the  *  *  elements  of  physiology  and  hygiene  with 
special  instruction  as  to  the  nature  of  alcoholic  drinks  and 
narcotics,  and  their  effects  upon  the  human  system." 


THIRD  GRADE  PRIMARY 59 

2.  Observation  lessons,  as  far  as  the  time  assigned  will 
allow,  on: 

(a)  PLANTS,  September  to  January:  Common  seed-vessels 
(lupine,  berries);  fruits  (apple,  grape);  vegetables  (squash,  car- 
rot); grains  (wheat,  corn). — January  to  April:  Common  trees 
(oak,  willow,  pine);  shrubs  (arbor  vitse);  woods  (pine,  oak, 
redwood). — April  to  June:  Growth  of  seedlings  (beans,  peas, 
morning-glory);  buds,  leaves,  flowers,  roots — their  shape,  parts, 
uses  and  relations  to  the  life  of  the  plant. — Class  collection  of 
grains,  woods,  pressed  leaves  and  wild  flowers.  Specimens 
mounted,  labeled  and  arranged;  woods  cut  in  regular  shapes, 
with  one  polished  surface. 

In  all  observation  lessons,  make  free  use  of  exercises  in 
drawing  on  paper,  slates  and  blackboards. 

NOTE  2. — Other  familiar  and  available  specimens  may  be 
substituted  for  those  mentioned  in  any  department  of  Ele- 
mentary Science. 

NOTE  3. — The  study  of  plant  life  should  be  carried  on  in 
connection  with  window-gardening  or  a  school-garden.  The 
detailed  study  of  plants  may  be  outlined  as  follows,  one  topic 
being  placed  before  pupils  at  a  time,  as  the  observations  are 
made  or  the  information  is  given: — 

1.  The   fundamental  forms  of  organs — stem,  root,  leaves 
and  hairs. 

2.  Functions  of  these  organs. 

3.  Growth  of  stems,  outer  and  inner. 

4.  Underground  stems. 

5.  Above-ground  stems. 

6.  Length  of  life  of  stem. 

7.  Buds — growth,    kinds,   covering,    position,  unfolding, 
development,  service  to  the  plant. 

8.  Growth  of  root. 

9.  Kinds  of  roots. 


6o        THIRD  GRADE  PRIMARY 

10.  Duration  of  root. 

11.  Leaves,  kinds,  etc. 

12.  Development  of  leaves. 

13.  Forms  of  leaves. 

14.  Situation  of  leaves. 

15.  Blossoms. 

16.  Corolla. 

17.  Forms  of  blossoms. 

18.  Structure  and  use  of  blossoms. 

19.  Structure  and  use  of  petals. 

20.  Fertilization. 

21.  The  Fruit. 

22.  Seed — Structure  and  germination. 

(b)  MINERALS:     Common    rocks,    such  as  granite,  basalt, 
sandstone,  marble. 

(c)  PHENOMEMA  OF    NATURE:     Air,  wind,  moisture,  rain, 
steam,  frost,  hail,  ice. 


OBSERVATION  I/ESSONS 

1.  OBJECTS  : — Bread,  butter,  coffee,  tea,  etc. 

2.  FORM  : — Plain  figures,  lines  and  angles.     Exercises   in 
measuring  inch,  foot,  yard. 

3.  Review  of  primary  and  secondary  colors. 

4.  ANIMALS  : — Some  study    of  insects  from  specimens  in 
hands  of  pupils — house-fly,  butterfly,  ant,  shrimp,  and  crab. 
Use  small  magnifying  glasses  if  the  children  can  get  them. 
Let  pupils  observe  the  development  of  a  tadpole  by  putting 
one  into  a  glass  jar  in  the  school  room. 

Let  pupils  copy   or  draw  the  outlines   on  paper,   slate   or 
blackboard. 


THIRD  GRADE  PRIMARY  61 

PLANT%  : — Ask  your  pupils  to  plant  at  home  in  the  garden  or 
in  a  box,  a  bean,  a  pea,  a  grain  of  corn,  and  a  grain  of  wheat. 
Tell  them  to  watch  the  growth  and  write  something  about  it. 
The  teacher  also  will  plant  a  few  beans  or  peas,  and  a  few 
grains  of  corn  at  school,  and  show  the  growth  of  the  seed 
before  it  comes  up  out  of  the  earth. 

Ask  pupils  to  make  rough  sketches  of  the  appearance  of 
plants  at  different  stages  of  growth. 

5.  BOTANY  :  Teach  the  names  of  five  California  wild  flow- 
ers, and  bring  specimens  into  the  hands  of  pupils.  Also  at 
least  five  garden  flowers.  Kinds  of  trees  that  grow  in  San 
Francisco  and  vicinity.  Study  of  specimens  of  woods. 


SYI,I,ABUS  FOR  GENERAI,  I,ESSONS 

1.  Parts  of  a  plant  —  root,  stems,  leaves. 

2.  Use  of  each  part. 

3.  Uses  of  Plants:     (1)  Food.     (2)  Medicine.     (3)  Cloth- 
ing.    (4)  Shade.     (5)  Beauty.     (6)  Shelter.     (7)  Lumber. 

4.  Name  plants,  illustrating  each  use. 

5.  Name  all  the  kinds  of  trees  you  can  think  of. 

6.  Indirect  care  of  shade  trees.     (1)  Do  not  cut  or  break. 
(2)  Do  not  hitch  horses  near.     (3)  Do  not  kill  birds.     Why? 

7.  Parts  of  a  flower.     Learned  with  the  flower  in  hand. 

NOTE.  —  For   suggestive    exercises   teachers  are  referred  to 
Partridge's  "Quincy  Methods." 


SEC.  VI.    HEALTH,  MORALS  AND  POLITENESS 

"  Section  1667.     Instruction  must  be  given  in  all  grades  of 
schools  and  in  all  classes  during  the  entire  school  course,  in 


62  THIRD  GRADE  PRIMARY 

manners  and  morals,  and  upon  the  nature  of  alcoholic  drinks 
and  narcotics  and  their  effects  upon  the  human  system." 

— School  Laiv  of  California. 

"  Section  1702.  It  shall  be  the  duty  of  all  teachers  to 
endeavor  to  impress  upon  the  minds  of  the  pupils  the 
principles  of  morality,  truth,  justice  and  patriotism  ;  to  teach 
them  to  avoid  idleness,  profanity  and  falsehood ;  and  to 
instruct  them  in  the  principles  of  a  free  government,  and  to 
train  them  up  to  a  true  comprehension  of  the  rights,  duties, 
and  dignity  of  American  citizenship." 

— School  Law  of  California. 


I.     PHYSICAL  TRAINING 

Time,  1  1-2  hours  a  iveek. 

NOTE. — In  giving  the  general  lessons  specified  in  the  follow- 
ing outlines,  teachers  are  referred  to  the  "  Smith's  Primer 
of  Physiology  and  Hygiene,"  and  to  Dr.  Walker's  "  Health 
Lessons." 

1.  Lessons  on  the  HUMAN  BODY,  with  special  reference  to 
HYGIENE  : 

(a)  The  trunk,  head  and  extremities,  (b)  How  to  train 
the  body  so  as  to  make  and  keep  it  healthful,  strong,  and 
graceful,  (c)  Simple  study  of  special  senses  ;  their  use  and 
abuse. 

NOTE  1. — Each  year  teachers  must  give  to  their  pupils 
instruction  upon  proper  food  and  clothing,  suitable  exercise 
and  rest,  pure  air,  sufficient  light,  and  temperance  in  eating 
and  drinking.  The  attention  of  teachers  is  especially  called 
to  the  requirements  of  the  following  law  of  this  State  : 

"  Section  1665.  Instruction  must  be  given  in  the  elements 
of  physiology  and  hygiene  with  special  instruction  as  to  the 


THIRD  GRADE  PRIMARY  63 

nature  of    alcoholic  drinks  and  narcotics,  and  their  effects 
upon  the  human  system." 


II.     TRAINING  IN  POLITENESS 

Children  are  supposed  to  learn  manners  at  home  and  to 
take  them  on  unconsciously  from  intercourse  with  others. 
So  they  do  to  a  certain  extent ;  but  it  is  exceedingly  desirable 
that,  superadded  to  this  unconscious  influence,  good  manners 
should  be  made  the  subject  of  definite  instruction  in  each 
grade  of  every  school. 


(a)  TOPICS  FOR  SHORT  TAI,KS 

1.  Manners  at  home. 

2.  Manners  in  school. 

3.  Manners  in  society. 

4.  Manners  at  places  of  amusement. 

(b)  TOPICS  FOR  SHORT  TAI,KS 

1.  Always  be  polite  to  your  parents.     Why? 

2.  Always  obey  your  parents  cheerfully.     Why  ? 

3.  Do  all  your  duties  cheerfully.     Why  ? 

4.  An  ungrateful  child  is  always  despised  by  everybody. 
Why? 

5.  Duties  at  school. 


64  THIRD  GRADE  PRIMARY 


(c)   MINOR  RTJI,:ES  OF  POLITENESS 

NOTE. — Teachers  will  read  these  rules  to  pupils,  discuss 
them  in  class,  and  then  require  them  to  be  copied  : 

1.  Do  not  fail  to  say  "Good  morning,  Miss ,"  to  your 

teacher,  and  "Good  evening,  Miss ,"  when  you  leave  her. 

2.  When  you  pass  directly  in  front  of  your  teacher,  say, 
"  Excuse  me." 

3.  Never  fail  to  say  "Thank  you,"  (not* "  Thanks,")  for 
the  smallest  favors. 

4.  When  a  schoolmate  is  reading,  or  is  answering  a  ques- 
tion, do  not  raise  your  hand  to  correct  a  mistake  until  after 
he  has  finished. 

5.  When  you  pass  directly  in  front  of  a  schoolmate,  say 
"  Excuse  me." 

6.  Do  not  stare  at  visitors  who  enter  the  school-room. 

7.  When  you  stand  to  recite,  stand  erect,  like  a  little  well- 
bred  gentleman  or  lady. 

8.  In  handing  a  pointer,  pen,  or  pencil,  hand  the  blunt 
end  towards  the  person  to  whom  you  wish  to  pass  it. 

9.  It  is  impolite  to  chew  gum  in  school. 

10.     It  is  not  good  manners  to  eat  candy  in  school. 

NOTE. — The  preceding  rules  are  adapted  from  Miss  Dewey's 
"  How  to  teach  Manners,"  a  book  that  should  find  a  place  on 
every  teacher's  desk. 


THIRD  GRADE  PRIMARY 65 

III.     MORAI,  TRAINING 

Opening  Exercise,  1-2  hour  a  week 

1.  Teachers  are  directed  to  give  instruction  for  a  few 
minutes  in  good  morals  at  the  opening  of  school  in  the  morn- 
ing and  at  other  favorable  opportunities.  In  giving  this 
instruction,  teachers  should  keep  strictly  within  the  bounds 
of  manners  and  morals,  and  thus  avoid  all  occasion  for  treat- 
ing of  or  alluding  to  sectarian  subjects. 


I.     OUTLINES  OP  I,ESSONS 

1.  KINDNESS  TO  OTHERS. — (a)  to  parents  ;  (b)  to  the  aged 
and    infirm ;    ( c )    to    the    unfortunate   and    erring  ;    ( d )    to 
enemies  ;  —  the  Golden  Rule. 

2.  KINDNESS  TO  ANIMALS.  —  (a)  to   those  that   serve   us; 

(b)  to  those  that   do  not   harm    us  —  the    killing  of    birds; 

(c)  the  killing  of  those  that  do  us  harm  ;  (d)  cruelty  to  any 
animal  wrong. 

3.  LOVE.  —  (a)    for    parents    and    friends;     (b)    for    one's 
neighbor  ;  (c)  for  enemies. 

4.  RESPECT  AND  REVERENCE. — (a)  for  parents;  (b)  for  the 
aged  ;  (c)  for  those  in  authority. 

5.  OBEDIENCE — (a)  to    parents  ;  (b)    to    teachers  ;    (c)  to 
those  in  authority  ;  (d)  to  conscience. 

6.  PUNCTUALITY. — (Blackboard     Lesson).       (a)    it    saves 
trouble  ;  (b)  it  saves  time  ;  (c)  it  prevents  duties  from   being 
forgotten  ;  (d)  it  forms  a  good  habit. 

NOTE. — Teachers  are  requested  to  use  as  an  aid  in  these  les- 
sons, Dewey's  "  Ethics,  or  Stories  of  Home  and  School." 


66  THIRD  GRADE  PRIMARY 


SEC.  VII.     HISTORY  AND  PATRIOTISM 

1.  Reading  short  sketches  of  the  lives  of  persons  famous 
in  American  history,  such  as  Washington,  Franklin,  Jefferson, 
Lincoln,  Grant,  Webster,  etc. 

2.  The  reading  of  stories  from  American  history. 

3.  Visits  to  historic  places  and/monuments  in  and  about 
San  Francisco.  / 

4.  The  books  used  for  reading  may  be  permanent  or  circu- 
lating supplementary  books  or  leaflets,  and  the  time  spent  in 
reading  should  be   a   part    of  that  given    to    supplementary 
reading. 

5.  For  a  hand-book  from  which  good  short  extracts  may  be 
read  to  the  class,  teachers  are  referred  to  Swinton's  "  Primary 
History  of  the  United  States." 


viii.   BOOKS  ON  TEACHING 

Teachers    are   requested    to    read  Gordy's  Psychology  and 
Swett's  "  Methods  of  Teaching." 


SEC.   IX.     DRAWING 

I.  Outlines  and  sketches  in  connection   with  all  kinds  of 
observation  lessons  in  elementary  science. 

II.  Copying  outlines  put  upon  the  blackboards  by  teachers. 

III.  Allowing  pupils  that  show  marked  talent  for  drawing 
to  take  advanced  or  special  work. 

IV.  Supplementary  use  of  the  text-book  in  drawing  adopted 
bv  the  Board  of  Education. 


FOURTH  GRADE  PRIMARY  67 


KOIJRTH    QRADB    PRIMARY 


General  Principles 

I.  Bear  in  mind  that  many  boys   and  girls  in   your  class 
will  not  attend  school  after  this  year.     Take  the  essentials  of 
the  grade  work,  hut  find  time  to  teach  them  the  main  things 
they  ought  to  know,  in  the  grade  or  out  of  it.     Every  intelli- 
gent teacher  is  allowed  some  scope  for  the  exercise   of  common 
sense. 

II.  The  essential  things  that  pupils  ought  to  be  trained  to 
do  well  are  :  (1)  To  read,  write  and  spell  their  mother- tongue 
correctly  as  far  as  they  use  it  in  everyday  life.     (2)  To  work 
accurately  short  examples  in  the  "  four  rules  ;"  to  work  short 
business  examples  in  common  and  decimal  fractions  ;  to  reckon 
simple  interest  on  small  sums  of  money  ;  to  make  out  bills,  to 
write  out  a  receipt,  and  to  write  a  letter.     (3)  To  know  some- 
thing of  geography.     (4)  To  know  something  of  the  rules  of 
polite  behavior,  and  of  the  precepts  of  morality. 


DIRECTIONS 


1.  "The  lessons  assigned  for  home  study  to  pupils  in  the 
fourth  and  fifth  grades  shall  be  such  as  to  require  not  more 
than  one  hour's  study,  and  in  these  grades  no  lessons  whatever 
in  arithmetic  shall  be  assigned  for  home  work."     Rule  of  the 
Board  of  Education. 

2.  Read  carefully  the  Course  of  Study  for  the  Third  Grade 


68  FOURTH  GRADE  PRIMARY 

in  order  to  understand  how  the  directions  are  connected  with 
those  of  your  own  grade. 

3.     Study  attentively  the  course  for  the  Fifth  Grade  to  know 
how  your  own  work  ought  to  connect  with  that. 


SEC.   I.     READING,    WRITING,   LANGUAGE 

AND    SPELLING 
I.    GENERAL  OUTLINES 

10  hours  a  Week 

Oral  and  Written  Expression,  including  Writing,   5  hours. 
Reading,  4  hours. 

1.  Oral  and  Written  Exercises  in  the  use  of  language  as  an 
expression  of  thought.     Special  attention  to  be  given  to  cor- 
rect  forms    of    speech. — Material:     (a)    Elementary   Science 
lessons.     (b)  Supplementary  reading,     (c)  Pictures. — WORK  : 
(a)  Oral  reproduction  of  the  reading  lessons,     (b)  Oral  and 
written    reproduction  of  what  has  been  read  or  told    to  the 
pupils,  or  silently  read  by  them,     (c)  Reproductions  of  lessons 
in  Elementary  Science  and  Geography,  (d)  Studies  of  pictures; 
stories  told  and  written  from  them,     (e)  Conversations  on  good 
manners  and  good  morals.     (/)  Letter-writing,     (g)  The  cor- 
rect pronunciation  and  use  of  words  frequently  mispronounced 
and  misused,     (h)   Uses  of  the  apostrophe,    (i)  Syllabication. 
(j)  Abbreviations,      (k)  Quotations.      (I)  Frequent  dictation 
exercises  for  spelling,  punctuation,  and  forms  used  in  letter- 
writing,     (m)  Spelling  the  plural  of  nouns. 

2.  WRITING  :     (a)  Practice   in  free  movements.      (b)  One 
writing-book    completed    each    year,    or   its    equivalent,      (c) 
Copying  from  the  blackboard,     (d)  Writing  in  blank-books, 
selections  and  original  and  dictated  exercises. 


FOURTH  GRADE  PRIMARY  69 

3.  READING:    (a)  From  the  authorized  text-book  ;  (b)  from 
the  permanent,  or   collateral,  supplementary  books  ;  and  (c) 
from  the  circulating  sets  of  supplementary  books  suitable  for 
this  grade,     (d)  A  few  choice  poems  or  selections  from  longer 
poems  are  to  be  studied,  committed  to  memory,  and  recited. 

4.  Although  the  great  aim  of  reading  should  be  the  com- 
prehension and  acquisition  of  the  author's  thoughts  and  senti- 
ments, yet  the  mechanical  part  of  oral  reading  should  not  be 
neglected.      Judicious   exercise  of  the  organs  of    speech  for 
two  or  three  minutes  each  day,  in   order  to   give  them  more 
flexibility    and    greater    precision  in  their  action,  will   avail 
much. 

In  selecting  poetry  to  be  committed  to  memory,  it  should 
be  kept  in  mind  that  the  object  of  the  exercise  is  not  merely 
to  cultivate  the  verbal  memory — important  as  that  is — but 
also  to  lead  to  the  appreciation  of  the  beauty  of  thought  and 
expression,  and  to  leave  in  the  mind  and  heart  sentiments 
that  will  enrich  the  life. 


II.    SPECIFIC  DIRECTIONS 

1.  State  Second  Reader  to  Lesson  71.    Two  lessons  a  week. 
Teachers  will  read  the  preface  and  carry  into  effect  the  direc- 
tions there  given. 

2.  Reading    at    sight,   two    lessons    a    week,  from    sets  of 
Supplementary    Readers ;    from   "  Black    Beauty,"   and   from 
other  selected  matter. 

3.  Teachers  are  instructed  to  find  out  what  kind  of  books 
their  pupils  are  reading  at  home,  and  to  suggest  suitable  books 
to  be  read.    They  will  tell  them  how  to  choose  books  from  the 
Free  Library,  and  other  libraries,  and  will  give  their  pupils  a 
list  of  half  a  dozen  books  to  be  read.     The  best  way  to  culti- 


70  FOURTH  GRADE  PRIMARY 

vate  a  taste  for  reading  is  to  get  a  good  book  into  the  hands 
of  the  child. 

4.  Take  the  State  Speller  to  Lesson  51.    Book  in  the  hands 
of  pupils.     Combine  written  with  oral  spelling. 

5.  Supplement  the  work  in  the   State  Speller  by  selected 
groups  of  words  in  common  use,  often  misspelled  ;  by  words 
from   reading  lessons  ;  by  "  spelling  games,"  and  any   other 
variations   to    relieve    the    monotony   of    work   on    the  State 
Speller. 

6.  For  a  variety  of  word  exercises,  teachers  are   referred 
to  "Swinton's  Word  Book  ;  "  "  Methods  of  Teaching,"  pp.  132 
to  136  ;  "  Quincy  Methods." 

7.  Special  Suggestion. — If    you  wish  to  have  your  pupils 
make  rapid   progress   in  reading,  ask  them,  once  a  week,  to 
read  aloud  to  their  parents  or  their  older  brothers  or  sisters. 


SEC.  II.  LANGUAGE  LESSONS 

I.  GENERAL  SUGGESTIONS 

I.     One  of    the  best    ways    in  which  children   acquire    a 
knowledge  of  language  is  by  reading  interesting  books. 

II.  In  this  grade  teachers  should  begin  to  find  out  what 
kind  of  books  their  pupils  are  reading  at  home,  and  advise 
them  what  to  read  by  giving  them  a  short  list  of  the  very 
best  instructive  story  books. 


II.    SPECIFIC  DIRECTIONS 

1.     State  "  Lessons  in  Language"  in  the  hands  of  pupils. 


FOURTH  GRADE  PRIMARY  71 

2.  Carefully  observe  the  directions  and  suggestions  given 
in  the  " preface"  of  the  text-book. 

3.  Once  in  two  weeks  take  an  exercise  in  letter-writing. 

4.  Language.  —  Naming    parts    of    speech    from    reading 
lessons. 

Analysis  of  simple  sentences  :  subject ;  predicate  ;  modifiers 
of  subject ;  modifiers  of  predicate. 

5.  For  additional  exercises,  teachers  are  referred  to  Swin- 
ton's  "Language  Primer"  and  "Language  Lessons,"  Joseph- 
ine Simpson's  "Composition  Subjects,"  and  Giflfin's  "Sugges- 
tive Dictative  Exercises  in  Language." 

6.  For    exercises    in    composition-writing,    teachers    are 
referred  to  "  Methods  of  Teaching,"  pp.  248  to  278. 


SEC.   III.     ARITHMETIC 

General  Principles 

I.     In  teaching  arithmetic  in  this  grade  teachers  must  use 
simple,  sensible  and  thorough  methods. 

II.  The  main  things  upon  which  the  attention  of  pupils 
must  be  concentrated  are :  (1)  Readiness  and  accuracy  in  the 
"  four  rules/'  limited  to  short  computations  with  small  num- 
bers ;  (2)  business  examples  involving  common  and  decimal 
fractions  ;  (3)  the  common  business  tables   of    weights    and 
measures  ;  the  ability  to  reckon  simple  interest  on  small  sums 
of  money  for  one  year  at  six  per  cent,  and  for  30,  60  or  90 
days;  (4)  to  write  a  promissory  note,  a  receipt,  and  a  bill. 

III.  In  parts  of  this  wrork  teachers  must  be  content  with  a 
beginning,  without  attempting  to  exhaust  the  subject  by  long- 
logical  demonstrations  or  complete  forms  of  aiiatysis.     Your 


72  FOURTH  GRADE  PRIMARY 

pupils  in  this  grade  have  no  time  to  spend  fooling  over  com- 
plicated arithmetical  puzzles. 


I.    GENERAI,  OUTLINES 

4  1-%  hours  a  week 

Oral  exercises  with  simple  numbers,  and  arithmetic  at  sight, 
to  precede,  accompany  and  follow  each  subject  in  written 
arithmetic. 

1.  Addition  and  subtraction  of  integers,  of  decimals,  and 
of  United  States  money,  continued. 

2.  (a)  Multiplication  and  division  of  integers,  continued. 
(b)  Multiplication  and  division  of  decimals  to  and  including 
thousandths,  and  of  United  States  money,  continued. 

3.  (a)  The  tables  of  Long  Measure ;  Square  Measure ;  of 
Avoirdupois    Weight,    and    of    Time.      (b)    Measuring    the 
dimensions    and    finding    the    areas    of    squares    and    other 
rectangles. 

4.  Operations  in   common   fractions   generally  limited  to 
small  fractions,  such  as  halves,  thirds,  fourths,  fifths,  sixths, 
eighths  and  twelfths.     Long  and  complicated  questions  must 
neither  be  taken  from  the  text-book  nor  given  by  teachers. 

5.  Mental  Arithmetic  in  connection  with  written,  the  same 
topic  in  both  kinds  being  taught  at  the  same  time. 


II.    SPECIFIC  DIRECTIONS 

1.     State  "Lessons  in  Numbers,"  in  the  hands  of  pupils, 
completed. 


FOURTH  GRADE  PRIMARY  73 

2.  Give  your  pupils  business  examples  which  will  give 
elementary  ideas  of  trade  and  household  economy. 

3.  Train  pupils  to  make  up  questions  in  mental  arithmetic 
to  be  given  to  one  another. 

«4.  Call  pupils  in  line  around  the  room  and  conduct  drill 
lessons  in  adding  and  subtracting  by  2's,  3's,  4's,  5's,  etc. ;  by 
i>  i,  il  by  the  decimals,  .2,  .4,  .5,  etc.;  by  1-J-,  2|,  etc.  Pupils 
that  fail  to  be  seated. 

5.  Train  pupils  to  habits  of  thought,  reason,  and  judgment 
in  solving  problems,  and  in  giving  short,  exact,  common-sense 
explanations. 

6.  Improbable  examples,  such  as  never  occur  in  business, 
and  fractional  expressions  of  large  and  unusual  terms  which 
require   much   time   and  wear   of    brain  to   handle,  are   not 
profitable  work  for  children.     In  ordinary  business,  nearly  all 
the  fractions,  except  decimals,  used  in  business,  are  halves, 
quarters,  eighths,  thirds,  sixths,  and  twelfths.     Business  opera- 
tions, except  in   interest,  rarely   require  decimals  exceeding 
hundredths. 

7.  Instead  of    teaching  the  tables  by  merely   requiring 
pupils  to  memorize  and  recite  them,  put  the  real  measures  of 
every  kind  before  them,  until  hand  and  eye  are  familiar  with 
their  use.     Train  your  pupils  in  actual  measurements  in  long, 
square,  and  cubic  measure  ;  borrow  from  some  grocery  store 
the  ounce,  half-ounce,  and  pound  weights,  the  pint  and  quart 
measures,  and  experiment  with  them  until  your  pupils  know 
the  reality  as  well  as  the  words  and  numbers. 

Tables  to  be  taught:  (1)  Long  Measure;  (2)  Avoirdupois 
Weight;  (3)  Time;  (4)  Cubic  inch  and  cubic  foot. 

For  methods  of  handling  tables,  teachers  are  referred  to 
"Methods  of  Teaching,"  pp.  227  to  230. 

8.  For  suitable  questions  in  mental  arithmetic,  teachers 


74  FOURTH  GRADE  PRIMARY 

are    referred    to   "Easy   Lessons    for  Young    Beginners,"   by 
Seymour  Eaton,  and  to  "Colburn's  Mental  Arithmetic." 

9.     Require  each  pupil  in  turn  to  make  up  and  give  to  the 
class  some  short  question  in  mental  arithmetic. 

10.  Occasionally,   match   one  class   or   one   division   with 
another,  by  submitting    five  short  business  questions   to  be 
worked  in  a  given  time  on  slates. 

11.  Drill- work  on  fractions  limited  mainly  to  such  fractions 
as  are  used  in  business,   namely,  halves,   quarters,   eighths, 
thirds,  sixths,  twelfths.    Turn  to  the  detailed  directions  in  the 
Third  Grade  Course,  and  continue  work  in  the  same  line. 

12.  Drill  on  decimals,  addition,  subtraction,  multiplication 
and  division,  limited  to  small  numbers.     For  illustration  of 
method,  teachers  are  referred  to  "  Methods  of  Teaching,"  pp. 
209  to  227. 

13.  Review  drill  on  the  multiplication  table  to  12  times  12. 


SEC.  IV.     GEOGRAPHY 

I.  Teachers  will  require  only  essentials  to  be  memorized 
for  recitation.  The  greater  part  of  the  text-book  must  be  read 
aloud  in  class,  and  talked  about. 


I.     GENERAI,  OUTLINES 

2  Hours  a    Week 

FIRST  STAGE  OF  THE  STUDY  OF  GEOGRAPHY, 
CONTINUED  AND  COMPLETED 

1.     (a)  Study  of  our  own  country  from  the  map.     (b)  Gen- 


FOURTH  GRADE  PRIMARY  75 

eral  study  of  its  different  sections  from  maps  of  sections. 
(c)  Imaginary  travels  in  it ;  oral  or  written  descriptions  of 
these,  (d)  Class  collection  and  mounting  of  specimens  of  the 
industries  of  our  country. 

2.  Simple  study  of  two  or    three  of    the  most  important 
countries  in  each  grand  division. 

3.  Call  attention  to  two  or  three  great  ocean  commercial 
routes. 

NOTE. — The  class  are  to  read  books  treating  of  geographical 
subjects,  and  are  to  make  collections  of  specimens  of  the 
products  mentioned  in  the  reading  and  characteristic  of  the 
countries  and  places  studied.  Oral  reproduction  of  the  lessons 
should  follow. 


.  II.     SPECIFIC  DIRECTIONS 

1.  State  Elementary  Geography  in  the  hands  of  pupils. 
Take  the  first  27  pages  and  the  following  pages,  62,  63,  64,  65, 
69,  70,  71,  76;  77,  80,  81,  84,  to  be  read  and  recited  with  open 
book. 

Only  the  leading  statements  are  to  be  memorized,  as  pages 
62  to  66 ;  pages  76,  77,  78. 

Teachers  will  carefully  read  the  preface  to  this  text-book, 
headed,  "  Methods  of  Awakening  Interest,"  and  then  carry  out 
suggestions. 

The  method  of  beginning  with  outlines  and  afterwards  filling 
in  with  details  must,  to  a  certain  extent,  be  carried  on 
pari  passu  with  that  of  laying  a  foundation  of  correct  notions 
based  upon  a  knowledge  of  local  geography.  The  extent  of 
local  lessons,  however,  is  limited ;  and  beyond  the  limit  of 
personal  observation  by  pupils,  it  seems  to  be  the  better  plan 
to  begin  with  the  grand  outlines. 


76 FOURTH  GRADE  PRIMARY 

Unless  children  have  traveled  a  great  deal,  they  can  no  more 
form  any  correct  idea  of  the  size  of  California  than  they  can  of 
the  United  States,  or  Africa,  or  Asia.  A  great  deal  of  elementary 
work  necessarily  consists  in  getting  familiar  with  maps  arid 
names.  It  must,  moreover,  be  borne  in  mind,  that  generaliza- 
tions, in  order  to  be  of  any  value,  must  be  based  on  a  knowledge 
of  particulars. 

2.  Take  three  or  four  review  exercises  on  Bancroft's  Map 
of  the  Bay  Counties. 

3.  Pupils  to  draw  on  blackboards  and  slates  a  rough  outline 
map:  (1.)  Of  the  Bay  Counties  from  Bancroft's  Map;  (2.)  Of 
California  from  the  open  book. 

4.  Short  lessons  on  the  school  globe.     For  suggestive  ques- 
tions and  exercises  see  "  Methods  of  Teaching,"  pp.  235  to  239. 

5.  Exercises  in  pointing  out  continents,  oceans  and  grand 
divisions  on  outline  maps. 

6.  In  using  the  book,  let  the  advance  lesson  be  read  aloud 
in  the  class.  Direct  pupils  to  mark  with  a  pencil  a  few  things 
to  be  memorized. 

7.  Let  map  questions  be  read  aloud  in  class  and  answered 
with  open  map  in  the  hands  of  pupils  ;  then  mark  a  few  lead- 
ing questions  and  require  the  class  to  recite  them  from  mem- 
ory at  the  next  lesson. 

8.  Do  not  expect  your  pupils  to   know  more  of  a  lesson 
than  the  teacher  can  remember  without  looking  at  a  text-book. 

9.  Having  determined  the  chief  things  to  be  learned,  fix 
them  in  the  memory  by  repeated  review  questions. 

10.  Use  the  outline  maps. 

11.  Blackboard  drawing  in  the  rough  is  better  than  labored 
drawings  with  pen  or  pencil. 

12.  Relieve    the    monotony  of  daily  lessons    by  exercises 


FOURTH  GRADE  PRIMARY  77 

intended  to  stimulate  curiosity.  Show  to  pupils  pictures  from 
illustrated  magazines  or  papers  of  cities,  of  beautiful  scenery,  or 
of  great  natural  curiosity. 

Take  an  occasional  lesson  on  the  school  globe.     For  sugges- 
tive questions  see  "Methods  of  Teaching,"  pp.  233  to  239. 

13.  Geography-games  or  matches: — 

Directions. — Every  pupil  that  fails  to  give  a  name,  or  that 
repeats  a  name  given  before,  must  be  seated. 

1.  Name  a  city  in  California. 

2.  Name  a  city  anywhere  on  the  globe  and  tell  in 

what  country  it  is. 

3.  Name  any  State  in  the  United  States. 

4.  Name  some  useful  vegetable  production,  and  tell 

in  what  part  of  the  world  it  grows. 

5.  Name  some  cabinet    curiosity  and  tell  where  it- 

came  from. 

6.  For  further    exercises    teachers    are    referred  to 

"  Methods  of  Teaching,"  pp.  161,  162,  163. 

14.  For  further  suggestions  teachers  are  referred  to  Col. 
Parker's  "  How  to  Teach  Geography,"  pp.  143  to  148. 

15.  For  supplementary  reading,  King's  Picturesque   Geo- 
graphical Reader,  First  Book. 

16.  Observation  Lessons  in  Geography: — 

1.  Name  the  months  in   which  it  rains  in  this  city  and 
State. 

2.  Name  the  months  in  which  it  seldom  rains. 

3.  In  what  season  do  we  have  the  longest  days?     In  what 
month?     When  the  shortest  days? 

4.  When  is  the  weather  hottest?     Coldest? 


78  FOURTH  GRADE  PRIMARY 

5.  During  the  short  days  in  summer  where  does   the  sun 
rise  ?     Point  towards  the  place. 

6.  In  the  longest  days  in  summer  where  does  the  sun  set  ? 
Point. 

7.  About  what  time  does  the  sun  rise  and  set  in  the  longest 
days  ?     The  shortest  ? 

8.  How  many  hours  does  the  sun  shine  during  the  longest 
days  ?     The  shortest  ? 

9.  At  noon,  where  do  you  see  the  sun  in  the  long  days  of 
summer  ?     In  the  short  days  in  winter  ? 

10.  When  does  the  sun  shine  the  hottest,  at  morning,  noon 
or  evening?     Why? 

11.  For  additional  questions  in  this  direction,  teachers  who 
have  a  copy  of  "Methods  of  Teaching"  are  referred   to  pages 
244  to  246. 

12.  For  further   suggestions  teachers  are  referred  to  Col. 
Parker's  "How  to  Study  Geography,"  pp.  141,  142. 


SEC.  v.  ELEMENTARY  SCIENCE 

1.     General  Statements 

1.  The  purpose  and  method  of  the  grammar  grade  work  in 
elementary  science  is  largely  coincident  with  the  purpose  and 
method  of  the  observation  lessons  in  the  primary  grades.  The 
purpose  is  to  train  the  senses  and  the  intellectual  faculties  in 
their  natural  order  of  development ;  to  form  scientific  habits  of 
study,  and  to  acquire  such  knowledge  as  will  incite  to  further 
and  more  systematic  study  of  the  natural  sciences  ;  to  build  up 
the  moral  nature  ;  and  to  lay  the  foundation  of  a  well-rounded 


FOURTH  GRADE  PRIMARY 79 

and  practical  education.  The  method  from  first  to  last  is 
observation,  experiment  and  induction,  with  some  form  of 
expression — oral,  graphic  or  constructive — which  shall  com- 
plete and  communicate  the  results  of  the  work. 

2.  The  right  study  of  elementary  science,  at  every  stage  of 
its  process,  trains  the  mind  by  exercising  the  faculties  of  analy- 
sis, comparison,  judgment  and  taste,  as  well  as  the  other  mental 
activities.  This  study  should  nourish  the  moral  nature  by 
creating  a  habit  of  sympathy  and  communion  with  nature  ;  by 
arousing  a  love  for  beauty  and  symmetry  of  form,  and  by 
revealing  the  design  and  adaption  of  structure  in  plant  and 
animal  life ;  by  instilling  a  tenderness  for  lower  forms  and 
reverence  for  higher  forms  of  being ;  by  leading  to  a  recogni- 
tion of  responsibility  to  law  as  manifested  i  n  natural  phenomena, 
and  of  the  power  of  habit  as  displayed  in  the  structural  growth 
of  plant  and  animal  life ;  by  applying  the  laws  of  physical 
growth  to  mental  and  moral  growth  ;  by  fostering  an  appreci- 
ation of  the  mutual  helpfulness  of  all  departments  of  nature 
and  an  apprehension  of  the  providence  and  fatherhood  of  the 
Creator  as  shown  in  the  life  of  nature. 


II.     GENERAI,  DIRECTIONS 


I.  Begin  with  things  that  most  of  your  pupils  already 
know  something  about ;  adhering  strictly  to  the  principle  of 
examining  real  objects  when  they  are  procurable  ;  and,  when 
not,  of  using  pictures.  Agassiz,  having  been  asked  to  give 
some  instruction  on  insects  at  a  teacher's  institute,  says  :  "  I 
thought  the  best  way  to  proceed  would  be  to  place  the  objects 
in  the  hands  of  the  teachers,  for  I  knew  that  mere  verbal 
instruction  would  not  be  transformed  into  actual  knowledge. 
I  therefore  went  out  and  collected  several  hundred  grasshoppers, 


8o FOURTH  GRADE  PRIMARY 

brought  them  in,  and  gave  one  into  the  hands  of  every  one 
present.  It  created  universal  laughter  ;  yet  the  examination  of 
these  objects  had  not  been  carried  on  long  before  every  one  was 
interested,  and,  instead  of  looking  at  me,  looked  at  the  thing. 
And  they  began  to  examine,  and  to  appreciate  what  it  was  to 
see,  and  see  carefully.  At  first  I  pointed  out  the  things  which 
no  one  could  see.  'We  can't  see  them,'  they  sai$.  'But  look 
again,'  said  I, '  for  I  can  see  things  ten  times  smaller  than  these;' 
and  they  finally  discerned  them." 

II.     What  is  seen  is  easily  remembered,  but  what  is  only 
told  goes  in  at  one  ear  and  out  at  the  other. 

III.  Do  not  be  over-scientific.  Avoid  technical  terms 
when  common  names  will  serve  your  purpose.  What  we 
want  here  is  simple  truth  ;  not  pretentious  science  buried 
under  classical  nomenclature. 


III. 


1  1-2  hours  a  week 


1.  Lessons  on  the  HUMAN  BODY,  with  special  reference  to 
HYGIENE  :    (a)   The   bones  as   a  framework    and    protection. 
(6)  Their  composition  and  structure.      (c)  Joints,  ligaments 
and  cartilages,     (d)  The  growth  and  health  of  bones  ;  injury 
to  and  repair  of  bones,  joints  and  ligaments,     (e)  How  exer- 
cise, rest,  posture,  clothing,  food,  alcoholic  and  other  stimu- 
lants affect  directly  or  indirectly  the  bones. 

2.  Observation  lessons  as  far  as  the   time    assigned  will 
allow,  on  : 

(a)  ANIMALS  :  Structure  and  habits  of  familiar  insects  and 
vertebrates  (crab,  spider,  fly,  butterfly,  grasshopper,  frog,  fish, 
hen,  cat,  dog,  pig,  rabbit,  horse,  cow)  ;  with  special  reference 


FOURTH  GRADE  PRIMARY  81 

to  the  relation  of  structure  to  conditions  and  modes  of  life. — 
Kindness  to  animals  :  anecdotes  and  stories  read  and  told. — 
Class  collection  of  insects  and  of  animal  products  (wood,  silk, 
fur,  feathers,  hide,  bone,  horn,  ivory,  nests,  eggs,  marine  or 
land  shells,  sponge,  coral). — Written  reproduction  of  lessons 
on  specimens. 

(b)  Lessons  on  plants  continued  from   work  in  the  Third 
Grade.     Drawing  exercises  in  connection  with  these  lessons. 
For  details,  teachers  are  referred  to  the  Third  Grade  Course. 
Rough  outlines  of  insects  and  animals  to  be  shown  on  paper, 
slates  and  blackboards. 

(c)  PHENOMENA  OF  NATURE  :    Hills,  valleys,  rivers,  lakes, 
seas. 


IV.    SPECIFIC  DIRECTIONS 

1.  Make  use  of  "Smith's  Primer  of  Physiology"  and  Dr. 
Walker's  "  Health  Lessons." 

2.  For  suggestive  methods  of  conducting  exercises  teachers 
are  referred  to  "  Quincy's  Methods." 

3.  In  lessons  on  animals  teachers  will  find  Coltoii's  "  Prac- 
tical Zoology  "  an  invaluable  assistant. 


SEC.  VI.    HEAI/TM,  MORALS  AND  POLITENESS 

"Section  1667.  Instruction  must  be  given  in  all  grades  of 
schools  and  in  all  classes  during  the  entire  school  course,  in 
manners  and  morals,  and  upon  the  nature  of  alcoholic  drinks 
and  narcotics  and  their  effects  upon  the  human  system." 

— School  Law  of  California. 


82  FOURTH  GRADE  PRIMARY 

"  Section  1702.  It  shall  be  the  duty  of  all  teachers  to  en- 
deavor to  impress  upon  the  minds  of  the  pupils  the  principles 
of  morality,  truth,  justice  and  patriotism  ;  to  teach  them  to 
avoid  idleness,  profanity,  and  falsehood  ;  and  to  instruct  them 
in  the  principles  of  a  free  government,  and  to  train  them  up 
to  a  true  comprehension  of  the  rights,  duties  and  dignity  of 
American  citizenship." 

— School  Law  of  California. 


I.    TRAINING  IN  POLITENESS 

"A  beautiful  behavior  is  the  finest  of  tine  arts." 

— Ralph  Waldo  Emerson. 

TOPICS  FOR  SHORT  TALKS 

Teachers  must  prepare  themselves  to  give  special  instruc- 
tions at  stated  times  to  their  pupils  on  the  following  topics  : 

(A)    MANNERS 

1.  Manners  in  society. 

2.  Manners  at  home. 

3.  Manners  at  the  table. 

4.  Respect  to  the  aged. 

5.  The  general  rules  of  politeness. 

6.  For  additional  topics  refer  to  those  in  the  third  grade,  and 

take  them  up  more  fully  than  they  could  be   treated  in  that 
grade. 


FOURTH  GRADE  PRIMARY  83 


(B)     COURTESY 

Short  talks  in  the  class  about  the  following  precepts : 

1.  When  you  do  a  favor  do  it  cheerfully.     Why? 

2.  It  is  not  discourteous  to  refuse  to  do  wrong.     Why? 

3.  A  cheerful  countenance  is  always  welcome. 

4.  In  conversation  avoid  blunt  contradictions. 

5.  When  you  have  slighted  or  wronged  any  one  do  not  be 
afraid  to  apologize. 

NOTE. — Teachers  are  referred  to  Gow's  "  Primer  of   Polite- 
ness." 


(C)     FIVE  HUUES  TO  BE 


1.  Be  as  polite  to  your  mother  as  you  would  to  a  queen. 

2.  True  politeness  consists  in  a  kind  regard  for  the  feelings 
and  rights  of  others. 

3.  Look  persons  in  the  eye  when  they   speak  to  you,  or 
when  you  address  them. 

4.  Be  as  polite  to  your  brothers,  sisters  and  schoolmates  as 
you  are  to  strangers. 

5.  Whispering  or  laughing  at  lectures  or  places  of  amuse- 
ment is  both  rude  and  vulgar. 

6.  Every  boy  should  bear  in  mind  that,  for  him  his  mother 
is  the  highest  lady  in  the  land. 


84  FOURTH  GRADE  PRIMARY 


II.     MORAL 


1  .  "  The  vital  part  of  human  culture  is  not  that  which  makes 
man  what  he  is  intellectually,  but  that  which  makes  him  what 
he  is  in  heart,  life  and  character." 

—  William  RusselL 

2.  Teachers  are  directed  to  give  instruction  in  morals  and 
good  manners  at  the  opening  of  school  on  Monday  morning  of 
each  week,  taking  from  15  to  30  minutes  for  such  lessons.  In 
giving  such  instruction,  teachers  should  keep  strictly  within 
the  bounds  of  manners  and  morals,  and  thus  avoid  all  occasion 
for  treating  of  or  alluding  to  sectarian  subjects. 


SHORT  TALKS  OX  MAXIMS 

(A)  INDUSTRY 

1.  A  young  man  idle  is  an  old  man  needy. 

2.  Idleness  is  the  mother  of  vice. 

(B)  ECONOMY 

1.  Spend  less  than  you  earn. 

2.  Do  not  spend  your  money  in  buying  useless'things. 

3.  Be  saving  but  not  stingy. 

(C)     ORDER 

1.  Put  everything  in  its  right  place. 

2.  Keep  appointments  punctually. 

3.  Have  a  regular  time  for  home  study. 

4.  Try  not  to  be  tardy. 


FOURTH  GRADE  PRIMARY  85 


(O)     TOPICS 

I.     TRUTHFULNESS. — (a)  in  thought,  word    and  act;  (6) 
deceit  and  falsehood  ;  (c)  keeping  one's  word. 

II.     COURAGE. — (a)  true  and  false ;  (b)  dare  to  do  right ; 
(c)  courage  in  duty. 

III.  HONESTY. — (a)  in  word  and  deed  ;  (b)  in  little  things; 
(c)  dishonesty. 

IV.  HONOR. — (a)  one's  parents ;  (b)  one's    self  ;  (c)  home 
and  country. 

V.     GOOD  NAME. — (a)  when  young ;    (b)  keeping  it ;    (c) 
reputation  and  character  ;  (d)  keeping  good  company. 

VI.     SELF-CONTROL. — (a)    control    of    temper ;    (6)    anger, 
when  right ;  (c)  wrong  desires. 

VII.     CONFESSION  OF  WRONG. — (a)  when   manly  and  noble; 
(b)  denial  of  faults. 


5.     SCHOOL  DUTIES  OF  PUPILS 

I.  Duties  towards  teachers.  Question  your  pupils  to  find 
out  what  their  ideas  of  school  duties  are.  At  the  close  of  your 
conversation  sum  up  your  statements  into  directions  somewhat 
like  the  following,  and  have  pupils  copy  them  into  their 
blankbooks  : 

1.  Be  orderly  and  quiet. 

2.  Be  punctual  and  diligent. 

3.  Try  to  form  good  habits. 

4.  Be  respectful  and  polite  to  your  teacher. 


FOURTH  GRADE  PRIMARY 


5.  Learn  your  lessons  as  well  as  you  can. 

6.  You  must  study  your  lessons  for  your  own  good;  not 
because  your  teacher  tells  you  to  study  them. 

7.  You  cheat  yourself,  not  your  teacher,  when  you  are  idle 
and  neglect  your  lessons. 


6.     TAI.KS  OX  HOME  DUTIES  OF 


Stories.  —  Have  short  extracts  read  from  "  Little  Lord 
Fauntleroy,"  and  other  suitable  books.  Use  for  Supplementary 
reading  a  set  of  "  Gow's  Primer  of  Politeness"  from  the  school 
library  ;  and  Dewey's  "  Ethics,  or  Stories  of  Home  and  School." 


SEC.  VII.     HISTORY  AND  PATRIOTISM! 

Time  1  1-2  hours  a  week 

1.  The  reading  of  short  sketches  of  the  lives  of  persons 
famous  in  American  history,  such  as  Washington,  Franklin, 
John  Adams,  Jefferson,  Lincoln,  Grant,  Webster,  Sherman,  etc. 
The  sketches  should  include  striking  anecdotes  and  prominent 
events,  not  dry  outlines  of  dates. 

2.  The  reading  of  stories  from  American  history. 

3.  The  reading  of  short  sketches  of  American   inventors, 
such  as  Fulton,  Whitney,  Howe,  Morse,  Ericson  and  Edison. 

4.  Visits  to  historic  places  and  monuments  in  and  about 
San  Francisco. 

5.  Teachers  will  read  to  their  classes   the  following  patri- 
otic poems  : 


FOURTH  GRADE  PRIMARY  87 

(a)     Paul  Revere's  Ride. 

(6)     Sheridan's  Ride. 

(c)     Grandmother's  Story  of  the  Battle  of  Bunker  Hill. 

6.  The  books  used  for  reading  may  be  permanent  or  circu- 
lating supplementary  books,  or  leaflets,  and  the  time  spent  in 
reading  should  be  a  part  of  that  given  to  supplementary  read- 
ing. 

7.  For  a  handbook  from  which  good,  short  extracts  may  be 
made,  teachers  are  referred  to  "  Swintoii's  Primary  History," 
and  "  Eggleston's  History  of  the  United  States." 

The  sets  of  Swintoii's  or  Eggleston's   Primary  Histories   in 
the  School  Library  should  be  used  for  Supplementary  Reading. 

8.  For    suggestive    exercises,    teachers    are     referred    to 
Partridge's  "  Quincy  Methods." 


SEC.  VIII.    DRAWING 

I.     Free  hand  outlines  and  sketches  of  objects. 
II.     Copying  outlines  and   sketches  drawn    on    the   black- 
boards by  teachers. 

III.  Drawing  as  applied  to  Elementary  Science  Lessons. 

IV.  Supplementary  use  of  the  Drawing  Book  adopted  by  the 
Board  of  Education. 


88  FIFTH  GRADE  GRAMMAR 


RIKTH    QRADE 


Home  Study 

1.  "  The  lessons  assigned  for  home  study  to  pupils  in  the 
fourth  and  fifth  grades  shall  be  such  as  to  require  not  more 
than  one  hour's  study ;  and,  in  these  grades,  no  lessons  what- 
ever for  home  study  shall  be  assigned  in  arithmetic." 

— Rules  of  the  Board  of  Education. 


SEC.  I.    READING,  WRITING  AND  LANGUAGE 

9  hours  a   Week. 
I.    GENERAL  OUTLINES 


Oral  and  Writing  Expression, 
including  Writing,  5  hours. 


Reading,  4  hours 


1.  ORAL  AND  WRITTEN  EXERCISES  in  the  use  of  language  as 
an  expression  of  thought.  Special  attention  to  be  given  to 
correct  forms  of  speech. — Material :  (a)  Elementary  Science 
lesson.  (6)  Supplementary  reading,  (c)  Pictures. — WORK:  (a) 
Oral  reproductions  of  the  reading  lessons,  (b)  Oral  and  written 
reproduction  of  what  has  been  read  or  told  to  the  pupils,  or 
silently  read  by  them,  (c)  Reproduction  of  lessons  in  Elemen- 
tary Science  and  Geography,  (d)  Studies  of  pictures  ;  stories 
told  and  written  from  them,  (e)  Conversations  on  good  man- 
ners and  good  morals.  (/)  Letter-writing,  (g)  The  correct 


•FIFTH  GRADE  GRAMMAR  89 

pronunciation  and  use  of  words  frequently  mispronounced 
and  misused,  (h)  Use  of  the  dictionary  for  definitions  and 
pronunciation.  (?')  Dictation  exercises,  (j)  Some  of  the 
changes  in  the  forms  of  nouns  (inflection),  and  the  purpose 
of  such  change  (e.  g.,  tooth,  teeth,  lady,  lady's,  ladies,  ladies'). 
(k)  A  few  prefixes  and  suffixes. 

2.  WRITING  :  (a)    Practice  in    free   movements,     (b)  One 
writing  book  completed  each  half-year,  or  its  equivalent,     (c) 
Copying  from  the   blackboard.   ^  (d)  Writing,  in  blank  books, 
original    and    dictated    exercises,    poetry    from    memory  and 
choice  extracts. 

3.  HEADING:  (a)  From  the  authorized  text-book,   (b)  From 
the  permanent,  or  collateral,  supplementary  book,  (c)  From  the 
circulating  sets  of  supplementary  books  suitable  for  the  grade. 
(d)  Choice  poems   or  selections  from  longer  poems  are  to  be 
studied,  committed  to  memory,  and  recited. 

NOTE. — Read  the  notes  under  Third  and  Fourth  Grades. 
Work  in  the  directions  there  indicated.  The  pupils  are  now 
able  to  understand  and  apply  the  essential  principles  of 
emphasis  and  inflection.  Silent  reading  for  the  purpose  of 
testing  and  increasing  the  ability  to  gather  thoughts  from  the 
printed  page  will  be  found  a  valuable  exercise.  It  will  reveal 
the  workings  of  the  pupils'  minds,  and  will  prepare  the  way 
for  a  more  useful  study  of  text-books.  The  reading  may  some- 
times be  from  a  single  book  passed  from  pupil  to  pupil,  all  but 
the  reader  being  listeners.  Good  listening  helps  to  good  read- 
ing, and  emphasizes  its  importance. 

Writing  from  memoiy  poems  that  have  been  carefully 
studied,  will  give  the  mind  a  firmer  hold  on  them,  and  will 
prove  in  other  ways  a  useful  exercise. 


II.    SPECIFIC  DIRECTIONS 

1.     Second  Reader  completed.   Supplementary  reading  from 
the  school  library. 


90  FIFTH  GRADE  GRAMMAR' 

2.  Let  the  class  memorize  the  following  selections  of  poetry  : 

1.  Lament  of  Mother  Robin.  Lesson  74. 

2.  The  Fairy  Artist.  87. 

3.  Beautiful  Things.  98. 

4.  Buttercups  and  Daisies.  "       102. 

3.  Give  your  pupils  short  lists   of  books  suitable  for  them 
to  draw  from  the  Free  Library  or.  other  libraries. 

4.  State  Speller.     Lessons  50  to  101. 

5.  Supplement  the  work  in  the  Speller  by  suitable  words 
selected  from  the  Reader  ;  by  groups  of  words  often  misspelled 
arid  by  any  other  devices  to  awaken  interest,  such  as  spelling- 
matches,  spelling-games,  etc.     For  suggestive  supplementary 
work,  teachers  are  referred  to"  Methods  of  Teaching,"  pp.  132 
to  136,  and  Swinton's  Word-Book. 

6.  Take  a  few  easy  elementary  exercises  in  English  prefixes 
and  suffixes  ;  take  14  prefixes  found  on  page  171  of  the  State 
Speller,  English   suffixes,  page  175,  of  the  State   Speller,  take 
10   of  the    most   important.     For    examples    of  methods   see 
Swinton's  Word  Primer  and  Word-Book  ;  "  Methods  of  Teach- 
ing," p.  138  ;  "  Word-Matches." 


SEC.  II.  LANGUAGE  AND  GRAMMAR 
I.  GENERAL  SUGGESTIONS 

I.  Teachers  must  give  patient  and  persistent   attention  to 
the  correction  of  vulgarisms,  provincialisms,  and  current  errors 
in  speech. 

II.  The  necessity  of  a  progressive  and  graduated  course  of 
training  in  the  mother-tongue,  extending  over  some  years,  and 
beginning  in  practice  and  ending  in  theory,  is  now  generally 
recognized  and  acted  upon. 

William  Swinton. 


FIFTH  GRADE  GRAMMAR  91 


ii.   SPECIFIC  DIRECTIONS 

1.  State  Lessons  in  Language  completed.     For  supplemen- 
tary   exercises,  teachers  are  referred  to  Swinton's    Language 
Lessons  ;  Reed  and  Kellogg's  Language  Lessons. 

2.  For  suggestions  in  sentence-making   and  composition 
work,  teachers  are  referred  to  "  Methods  of  Teaching,"  pp.  258 
to  275. 

3.  Pupils  should  be  able  to  define  the  parts  of  speech  and 
select  them  from  reading  lessons. 

4.  A  letter  must  be  written  once  in  four  weeks. 

5.  The  naming  of  parts  of  speech  from   reading  lessons. 
Declension  of  personal  pronouns  ;  number  and  case  of  nouns; 
comparison   of  adjectives  ;  composition   once  in  two   weeks  ; 
letters,  abstracts  of  reading  lessons,  transposition,  descriptions 
of  excursions,  visits,  travels,  or  vacations,  etc. 

6.  For    suggestive    exercises    in     language,    teachers    are 
referred  to  Powell's  "  How  to  Write." 


SEC.  III.     ARITHMETIC 

I.    GENERAL  OUTUCVES 

i 

4  hours  a  week 

Oral  exercise  with  simple  numbers,  and  arithmetic  at  sight,, 
to  precede,  accompany,  and  follow  each  subject  in  written 
arithmetic. 

1.  Drill  in  accurate  addition. 

2.  Common  fractions  as  applied  in  business. 


92  FIFTH  GRADE  GRAMMAR 

3.  (a)  The  units  of  Solid  Measure,  with  their  relations.  (6) 
Measuring  the  dimensions,  and  finding  the  volumes  of  cubes 
and  other  rectangular  solids. 

4.  Decimal  fractions,  to  and  including  millioiiths  ;  dollars 
and  cents. 


II.    SPECIFIC  DIRECTIONS 

1.  State  Advanced  Arithmetic  in  the   hands   of  pupils  to 
page  122. 

2.  In  taking  up  the  text-book  treatment  in  fractions,  it  will 
be  desirable  to  simplify  the  work  somewhat.     The  greater  part 
of  the  text-book  examples  involve   uncommonly  cumbersome 
operations,  which  consume  time  and  result  in  nothing  useful. 
Substitute  questions  that  involve   some  principles,  but  have 
business   fractions  such  as  halves,  quarters,  eights,   twelfths, 
thirds,  sixths  and  tenths.     The  same  statement  holds  true  with 
regard  to  the  treatment  of  decimals. 

Omit  the  text-book  work  on  factoring,  Least  Common  Mul- 
tiple, Greatest  Common  Divisor,  etc. 

Omit  from  the  text-book,  pages  63  to  71  inclusive,  and  sub- 
stitute a  few  simple  exercises  on  the  topics  mentioned. 

Also  omit  from  the  textbook  the  following  in  full :  Complex 
Fractions,  p.  91 :  Oral  Review  in  Fraction-Exercises,  141,  pp. 
94,  95,  96.  Written  Review  in  Fraction-Exercises,  142,  pp.  97, 
98,  99,  100,  101.  Contracted  Division  of  Decimals,  pp.  112, 
113  ;  Practical  Work  in  Decimals,  Exercise  168,  pp.  113,  114, 
115.  Short  Methods  in  Multiplication,  pp.  115,  116,  117, 118. 

3.     Take  the  following  tables  and  give  short,  simple   drill 
exercises  of  vour  own  under  each  : 


FIFTH  GRADE  GRAMMAR  93 

1.  Avoirdupois  Weight. 

2.  Liquid  Measure. 

3.  Long  Measure. 

4.  Cubic  Measure. 

4.  United  States  money.     Text-book  Lessons   on  pp.  168,. 
169,  170. 

5.  Train  pupils  to  write  a  promissory  note  and  to  make  out 
a  bill  and  a  receipt. 

6.  Teach  pupils  the  simplest  elements   of  percentage,  and 
the  reckoning  of  simple  interest  on  small  sums  of  money  for 
one  year  and  fractions  of  a  year. 

7.  Take  Ward's  Business  Forms>  No.  1. 


III.    GENERAI,  DRIIvI,  EXERCISES 

8.  Take  once  or  twice  a  week,  short,  sharp  class  drills  in 
adding  short  columns  of  units,  the  amount  not  to  exceed  50. 
Accuracy,  not  rapidity,  is  the  main  thing.  The  aim  is  to  have 
every  member  of  the  class  get  the  exact  answer. 

9.     Similar  drill  in  adding  dollars  and   cents,  the  amount 
not  to  exceed  $50.     Give  ample  time  ;  but  expect  every  pupil  to 

have  the  exact  answer. 
• 

10.  Drill  in  counting  with  the  class  standing  in  line,  by  2's, 

4's,  5's  ;  by  i,  i  ;  by  H,  2i,  etc. 

11.  Train  pupils  to  make  up  short  business   questions  in 
mental  arithmetic  ;  particularly  such  examples  as  might  occur 
in  buying  articles  at  a  grocery  store. 

12.  For  aid  in  mental  arithmetic  teachers  are  referred  to 


94  FIFTH  GRADE  GRAMMAR 

"  Easy  Problems  for  Beginners,"  by  Seymour  Eaton,  and  War- 
ren Colburn's  "  Mental  Arithmetic." 


SEC.  IV.     GEOGRAPHY 

GENERAI,  SUGGESTIONS 

1.  Only  essentials  are  to  be  memorized. 

2.  In    general,  omit    statistics,  latitude  and  longitude    of 
cities,  areas,  and  heights  of  mountains. 

3.  Having  settled  on  a  few  main  things  worth  remember- 
ing, fix  them  in  the  memory  of  your  pupils  by  review  upon 
review. 

4.  Do  not  require  your  pupils  to  waste  their  time  in  draw- 
ing elaborate  maps. 


I.     GENERAI,  OUTLINES 

2  1-%  Hours  a  Week 
Second  Stage  of  the   Study  of  Geography 

1.  Study  of  the  earth  as  a  globe :  Simple  illustrations  and 
statements  with  reference  to  form,  size,  meridians  and  parallels, 
with    their   use  ;  motions  and  their  effects  ;  zones  and  their 
characteristics. 

2.  Physical  features  of  North  America  and  South  America. 

3.  Observation  lessons  to  accompany  the  study  of  geography: 
(a)    Apparent  movements  of  the  sun,  moon  and  stars,  and 
varying  times  of  their  rising  and  setting.     (6)  Difference  in 


FIFTH  GRADE  GRAMMAR  95 

heat  of  the  sun's  rays  at  different  hours  of  the  day.  (c)  Change 
in  direction  of  the  sun's  rays  coming  through  a  school-room 
window  at  the  same  hour  during  the  year,  (d)  Varying  length 
of  the  noonday  shadows,  (e)  Changes  of  seasons. 


II.     SPECIFIC  DIRECTIONS 

1.  State  Elementary  Geography,  pp.  30  to  88. 

2.  Special  Geography  of  California,  pp.  62  to  88. 

3.  General  lessons  on  British  America,  Mexico  and  Central 
America. 

4.  Call  the  attention  of  your  class  to  the   situation  of  the 
following  cities,  and   explain   our  commercial   relations  with 
them  : 

London  Chicago  Hong  Kong 

Liverpool  Paris  Melbourne 

New.  York  Havre  Honolulu 

Boston  Hamburg  Rio  Janeiro 

5.  For  Supplementary  Heading  use  "  King's   Picturesque 
Geographical  Readers,  Second  Book,  This  Continent  of  Ours." 


III.    OBSERVATION  WESSONS  IN  GEOGRAPHY 

1.  Difference    in  the   heat  of  the    sun's  rays  at  morning, 
mid-day  and  evening. 

2.  Change  in  the  direction  of  the  sun's  rays  coming  through 
a  school-room  window  at  the  same  hour  during  the  year. 

3.  Varying  length  of  noonday  shadows  in   winter  and  in 
summer. 


96  FIFTH  GRADE  GRAMMAR 

4.  Change  of  weather,  wind  and  seasons. 

5.  Difference    in   points   of  the  horizon  at  which  the  sun 
rises  and  sets  in  summer  and  winter. 

6.  For     suggestive    questions    teachers    are    referred    to 
"  Methods  of  Teaching/7  pp.  243,  244.     Also  to  Col.  Parker's 
"How  to  Teach  Geography." 


SEC.  V.    EI/EMENTS  OF  NATURAL 


General  Directions 

1.  Do  not  be  over-scientific.     Avoid  technical  terms  when 
common  names  will  serve  your  purpose.     "  It  is  not  science 
that  we  want  here,"  says  Superintendent  Eliot  ;  "  much  less  is 
it  the  lion's   skin   sometimes  wrapped  around  the  pretense  of 
science,  but  the  simple  truth." 

2.  Endeavor  to  train  your  scholars  to  observe  accurately,  to 
be  sure  of  facts,  to   think  for  themselves,  to  reason  correctly, 
and  not  to  make  up  their  minds  until  they  have  reflected  care- 
fully upon  all  the  facts. 

3.  Train  your  pupils  to  write   out  on  slates  or  paper  what 
they  can  remember  about  their  oral  lessons.     Writing  leads  to 
habits  of  attention,  serves  to  fix  ideas  in  the  memory,  and  leads 
to  a  ready  and  correct  use  of  language. 

4.  The    uses  of  the  object  lesson   may  be  summed  up   as 
follows  : 

(1.)     They    constitute  the    first  efforts  in  gaining   an 
empirical  knowledge  of  things. 

(2.)     They   train    the    mind    to    habits    of    connected: 
thought. 


FIFTH  GRADE  GRAMMAR  97 

(3.)     They  stimulate  curiosity,  the  motive  power  of  the 
youthful  mind. 

r>.  "  The  teacher,"  says  Bain,  "  can  make  anything  he 
pleases  out  of  the  object  lesson  ;  it  may  aid  the  conceiving 
faculty  or  it  may  not.  The  first  good  effect  of  it  is  to  waken 
up  observation  to  things  within  the  pupil's  ken  ;  by  asking 
such  questions  as  will  send  them  back  to  re-examine  what  they 
have  been  in  the  habit  of  slurring  over,  or  by  questioning 
them  on  objects  actually  present." 

6.  "  The  predominant  aspect  of  the  object  lesson/'  says 
Currie,  "  is  the  mental  exercises  it  gives  ;  it  is  meant  to  awaken 
the  intelligence,  and  to  cultivate  the  different  phases  of  obser- 
vation, conception,  and  taste,  without  which  little  satisfactory 
progress  can  be  made  in  education.  It  is  a  disciplining,  not  a 
utilitarian  process  ;  the  information  it  gives  is  a  means,  not  an 
end. 

"  The  range  of  this  department  of  instruction  is  exceedingly 
comprehensive.  It  draws  its  materials  from  all  the  branches 
of  knowledge,  dealing  with  things  which  can  interest  the  child 
or  exercise  his  mind.  Thus,  it  is  natural  history  for  children  ; 
for  it  directs  their  attention  to  animals  of  all  classes,  domestic 
and  others,  their  qualities,  habits,  and  uses  ;  to  trees  and  plants 
and  flowers  ;  to  the  metals,  and  other  minerals  which,  from 
their  properties,  are  in  constant  use.  It  is  physical  science  for 
children  ;  for  it  leads  them  to  observe  the  phenomena  of  the 
heavens — sun,  moon,  and  stars;  the  seasons,  with  the  light  and 
heat  which  make  the  changes  of  the  weather  ;  and  the  proper- 
ties of  the  bodies  which  form  the  mass  of  matter  around  us. 
It  is  domestic  economy  for  children  ;  for  it  exhibits  to  them  the 
things  and  processes  daily  used  in  their  homes,  and  the  ways  to 
use  them  rightly.  It  is  industrial  and  social  economy  for  chil- 
dren ;  for  it  describes  the  various  trades,  processes  in  different 
walks  of  art,  and  the  arrangements  as  to  the  division  of  labor 
which  society  has  sanctioned  for  carrying  these  on  in  harmony 


98  FIFTH  GRADE  GRAMMAR 

and  mutual  dependence.  It  is  physiology  for  children  ;  for  it 
tells  them  of  their  own  bodies,  and  the  uses  of  the  various 
members  for  physical  and  mental  ends,  with  the  way  to  use 
them  best  and  to  avoid  their  abuse.  It  is  the  science  of  com- 
mon things  for  children  ;  for  it  disregards  nothing  which  can 
come  under  their  notice  in  their  intercourse  with  their  fellows 
or  their  superiors.  And,  finally,  it  is  geography  for  children  ; 
since  it  has  favorite  subjects  of  illustration  in  mountain  and 
river,  forest,  plain,  and  desert,  the  different  climates  of  the 
earth,  with  their  productions  and  the  habits  of  their  people,  the 
populous  city,  and  the  scattered  wigwams  of  the  savage." 


I.     GENERAI,  OUTLINES 

1  1-2  Hours  a  Week 

1.  Lessons  on  the  HUMAN  BODY,  with   special  reference  to 
HYGIENE  :  (a)  The  muscles  as   a  motor  apparatus.     (6)  The 
structure,  kinds,  action,   and  uses  of  the  muscles,     (c)  How 
muscles  are  developed,     (d)  The  effects  of  exercise  and  rest, 
and  of  the  use  of  narcotics  and  alcoholic  stimulants  upon  the 
muscles. 

2.  Lessons  on  the  HUMAN  BODY  continued  :  (a)  The  skin  as 
a  covering,     (b)  Its  layers  and  structure  ;  the  hair  and  nails. 
(c)  The  perspiratory  and  sebaceous  glands,     (d)  The  functions 
of  the  skin  and  their  relation  to  the  health  of  the  body  ;  the 
effects  of  bathing,  and  of  proper  clothing.     Teachers  will  use 
Smith's  "  Physiology  Primer." 

3.  Observation  lessons,  as    far  as  the  time  assigned  will 
allow,  on  : 

(a)  ANIMALS  :  Typical  and  familiar  specimens  of  radiates 
and  mollusks  (sponge,  coral,  star-fish,  oyster,  snail,  jelly-fish.) 


FIFTH  GRADE  GRAMMAR  99 

Animals  as  related  to   arts,  industries,  trade  and   commerce 
(elephant,  whale,  seal,  cochineal,  ostrich.) 

(6)  PLANTS  used  for  food,  clothing,  shelter,  fuel  and  medicine 
(grains,  vegetables,  fruits  ;  cotton,  flax  ;  pine,  oak) — Plants  as 
related  to  manufactures,  trade  and  commerce  (maiiila,  caout- 
.chouc  ;  cotton,  coffee,  tea.) — Class  collection  of  typical  speci- 
mens. Drawing  in  connection,  with  all  observation  lessons 
on  plants  and  animals. 


IvESSONS  ON  PLANTS 


1.  Fruits,  seeds,  roots  and  useful  woods  observed  and  com- 
pared ;  objects  being  placed  on  the  desks  of  pupils. 

2.  Growth  from  buds,  branches,  bulbs  and  slips. 

3.  Simple  study  in  season  of  a  few  fruit-tree  blossoms,  such 
as  apple,  pear,  peach  and  plum. 

4.  Simply  study  of  a  few  common  flowers,  such  as  violet, 
lilac,  buttercup,  poppy  and  eschscholtzia. 

5.  Pupils  should  be  encouraged  to  illustrate  their  observa- 
tion by  drawing  on  slates,  blackboard  and  paper. 


SCIENCE 


(a)  MINERALS  :     Systematic  observations  of  common  rocks 
and   minerals;  such   as  granite,  quartz,  feldspar,  mica,  horn- 
blende, syenite,  marble.     Collection  and  labeling  of  specimens. 

(b)  PHENOMENA  OF  NATURE  :     The  sun,  moon  and  stars; 
their  rising  and  setting  ;  sun's   mark  at  noon,  altitude  of  the 
sun,  length  of  days;  phases  of  the  moon;  planets  visible;  polar 
and  circumpolar  stars. 


ioo  FIFTH  GRADE  GRAMMAR 


SEC.  VI.  HEALTH,  MORALS,  POLITENESS,  PATRIOTISM. 

"  1667.  Instruction  must  be  given  in  all  grades  of  schools 
and  in  all  classes  during  the  entire  school  course,  in  manners 
and  morals,  and  upon  the  nature  of  alcoholic  drinks  and  nar- 
cotics and  their  effects  upon  the  human  system." 

— School  Law  of  California. 

*'  1702.  It  shall  be  the  duty  of  all  teachers  to  endeavor  to 
impress  upon  the  minds  of  the  pupils  the  principles  of  morality, 
truth,  justice  and  patriotism  ;  to  teach  them  to  avoid  idleness, 
profanity  and  falsehood  ;  and  to  instruct  them  in  the  principles 
of  a  free  government,  and  to  train  them  up  to  a  true  compre- 
hension of  the  rights,  duties  and  dignity  of  American  citizen- 
ship." — School  Law  of  California. 


I.    TRAINING  IN 


I.     "  Give  a  boy  address  and  accomplishments,  and  you  give 
him  the  mastery  of  palaces  and  fortunes  where  he  goes." 

—  Ralph  Waldo  Emerson. 

II.  "I  wish  good  behavior  might  enter  into  the  curriculum 
of  every  school  in  our  country.  Under  this  head  should  be 
taught  such  things  as  how  to  gracefully  enter  a  room,  meet 
with  the  person  upon  whom  the  pupil  is  supposed  to  be  call- 
ing, pass  the  compliments  of  the  day,  and  politely  leave  the 
room."  —  J.  H.  French. 


SHORT  TALKS  ON  TOPICS 

1.     Common  rules  of  politeness. 


FIFTH  GRADE  GRAMMAR 101 

2.  Regard  for  the  feelings  of  others. 

3.  The  habit  of  whining,  complaining  and  fault-finding. 

4.  Cheerfulness. 

5.  Anger. 

6.  Backbiting  and  tattling. 

Teachers  are  referred  to  "Gow's  Primer  of  Politeness,"  and 
Dewey's  "How  to  Teach  Manners." 


II.    MORAI,  TRAINING 

General  Principles 

I.  "If  moral  training  consisted  merely  in  telling  children 
what  is  right  and  what  is  wrong,  and  in  dealing  out  ethical 
maxims  and  proverbs  ;  if  it  were  enough  merely  to  tell  children 
it  is  wicked  to  lie,  steal  or  swear;  if  it  would  make  boys 
truthful  and  honest  merely  to  learn  commandments  by  rote — 
then  the  teacher's  task  would  be  an  easy  one." 

— Herbert  Spencer. 

II.  "  Do  not  attempt  to  force  children  into  precocious 
moral  goodness.  Be  content  with  moderate  measures  and 
moderate  results."  — Herbert  Spencer. 

III.  "Do  not  regret  the  exhibition  of  considerable  self-will 
on  the  part  of  children.     The   independent  boy  is  the  father 
of  the  independent  man."  — Herbert  Spencer. 

IV.  Teachers  are  directed  to  give  instructions  in  good  man- 
ners and  morals,  at  the  opening  of  school  on  Monday  morning 
of  each  week,  taking  from  15  to  30  minutes   for  each  lesson. 
In  giving  such  instructions  teachers  must  keep  strictly  within 
the  bounds  of  manners  and  morals,  and  thus  avoid  all  occasion 
for  treating  of  or  alluding  to  sectarian  subjects. 


102  FIFTH  GRADE  GRAMMAR 


SHORT  CLASS  TALK  ON  TOPICS 

1.  Fighting  and  quarreling. 

2.  Calling  nicknames. 

3.  Truthfulness. 

4.  Honesty. 

5.  Cheating. 

6.  Slang,  vulgarity  arid  profanity. 

7.  Cruelty  to  animals. 

8.  Honor. 

9.  Regard  for  public  property,  such  as  school  buildings, 
parks,  monuments,  etc. 


ADDITIONAL  TOPICS 

I.     FORGIVENESS — (a)  of  those  who  have  injured  us  ;  (b)  of 
enemies. 

II.     GOOD  MANNERS — (a)    at   home  ;  (b)    in  school ;  (c)  in 
company ;  (d)  in  public  places. 

III.  INDUSTRY— (a)  labor,   a  duty  and  privilege  ;  (b)  right 
use  of  time  ;  (c)  self-reliance. 

IV.  EVIL  SPEAKING — (a)  slander  ;  (b)  tale-bearing  ;  (c)  faults 
of  others — charity  ;  (d)  kind  words, 

V.     BAD  LANGUAGE — (a)    profanity,    foolish    and   wicked  ; 
(b)  slang,  vulgar  and  impolite  ;  (c)  obscene  language. 

VI.     BAD  HABITS — (a)  that  destroy  health  ;  (b)  that  destroy 
reputation  ;  (c)  that  waste  money  ;  (d)  that  dishonor  one's  self 


FIFTH  GRADE  GRAMMAR  103 

and    family  ;     (e)  that  take    away    self-control ;    (/)  that  are 
offensive. 

NOTE — Teachers  are  referred  to  Dewey's  Ethics,  or  Stories 
of  Home  and  School,  and  Everett's  Ethics  for  Young  People. 


SEC.  VII.    HISTORY  AND  PATRIOTISM 


1.  The  reading  of  short  sketches   of  the  lives  of  persons 
famous  in  American  history,  such  as  Washington,  Franklin, 
John    Adams,    Jefferson,  Jackson,  Lincoln,    Grant,    Garfield, 
Jackson,  Farragut,  etc. 

2.  An  account  of  the  battle  of  Bunker  Hill,  and  the  Declar- 
ation   of  Independence.     Teachers  will  read  to  their   classes 
the  poem  by  Oliver  Wendel  Holmes,  entitled  :  "  Grandmother's 
Story  of  the  Battle  of  Bunker  Hill." 

3.  The  reading  of  stories  from  American  history. 

4.  The  reading  of  short  sketches  of  American  inventors, 
such  as  Fulton,  Whitney,  Howe,  Morse,  Edison. 

5.  The   discovery  of  gold  in  California,  and  a  few  other 
landmarks  in  the  history  of  our  State. 

6.  Call  attention  to  a  few  American  authors,  such  as  Long- 
fellow, Whittier,  Holmes  and  Miss  Alcott. 

7.  Teachers  will  require  the  boys  of  their  class  to  memorize 
two   paragraphs  of  Daniel   Webster's  speech — "  Liberty  and 
Union." 

8.  For  Supplementary  Reading,  a  class  set  of  "  Egglestones' 
First  Lessons  in  History"  from  the  library. 


104  FIFTH  GRADE  GRAMMAR 


SEC.  VIII.     DRAWING 

I.     Drawing  in  connection  with  all  lessons  in  Elementary 
Science. 

II.     Drawing  from  outlines  and  sketches  put  upon  the  black- 
board by  teachers. 

III.  Free-hand  Sketches. 

IV.  Supplementary  use    of  the    text-book    adopted    by  the 
Board  of  Education. 

V.     Time  for  drawing,  1£  to  2  hours  a  week. 


SIXTH  GRADE  GRAMMAR  105 


SIXTH    QRADE    QRAMJVfAR 


HOME  I,ESSONS 

"  The  lessons  assigned  for  home  study  to  pupils  in  the  sixth 
and  seventh  grades  shall  be  such  as  to  require  not  more  than 
one  hour  and  a  half." 

— Rules  of  the  Board  of  Education. 


I/ANGUAGE  AND  GRAMMAR 

8  hours  a  week 
I. 


Oral  and  Written  Expressions,  includ-    I          Reading,  4  hours. 
ing  Writing,  4  hours. 

1.  ORAL  AND  WRITTEN  EXERCISES:    (a)  Oral  reproduction 
of  the  reading  lessons,     (b)  Oral  and  written  reproduction  of 
supplementary  reading  matter,    (c)  Descriptions  of  scenes,  real 
and  imaginary,    (d)  The  thoughts  and  sentiments,  in  some  sim- 
ple poems  expressed,  or  the  story  of  them  told,  in  the  pupils' 
own  words.,    (e)  Conversations  and  written  exercises  on  good 
manners  and  good  morals.     (/)  Conversations  on  geographical 
and  historical  subjects,  in  preparation  for  letters    and  other 
forms  of  composition,     (g)  Composition-writing,  including  the 
may  be  written;  paragraphing,     (h)  The  correct  pronunciation 
and  use  of  words  frequently  mispronounced  and  misused,  (i) 
Use  of  the  dictionary. 

2.  Grammar.  —  THE  STUDY  OF  EASY  SENTENCES,     (a)  The 
subject  and    the    predicate,     (b)     Declarative,  Interrogative, 


io6 SIXTH  GRADE  GRAMMAR 

imperative,  and  exclamatory  sentences,  (c)  The  uses  of  words 
in  forming  sentences — preparatory  to  classifying  words  as  parts 
of  speech,  (d)  Nouns,  pronouns,  verbs,  adjectives,  adverbs, 
conjunctions  and  interjections,  (e)  Adjective  and  adverbial 
phrases  and  clauses.  (/)  Prepositions. 

3.  WMTING  :     (a)  Practice  in  free  movements.     (6)    One 
writing-book  completed  each  year  or  its  equivalent,     (c)  Copy- 
ing short  letters  or  notes,  written  in  correct  form,     (d)  Writing, 
in  blankbooks,  original  and  dictated   exercises,   poetry  from 
memory,  and  choice  extracts. 

4.  READING:     (a)  From  the  authorized  text-book  ;  (b)  from 
the  permanent,   or   collateral  supplementary  books  ;  and  (c) 
from  the  circulating  sets  of  supplementary  books  suitable  for  this 
grade,     (d)  Choice  poems  and  selections  from  prose  are  to  be 
studied,  committed  to  memory,  and  recited. 

NOTE. — Read  the  notes  under  the  Third  and  Fourth  Grades. 
The  text-book  in  reading  becomes  of  less  importance  as  pupils 
reach  the  higher  classes.  Sections  from  it  for  class  use  should 
be  worth  studying,  should  create  an  interest  in  the  works  from 
which  they  are  taken,  or  should  give  good  practice  in  different 
styles  of  oral  reading.  The  great  object  of  reading  can  now 
be  accomplished  by  means  of  supplementary  books.  The  right 
use  of  these  in-  the  class-room  will  lead  pupils  to  read  books 
elsewhere  to  the  best  advantage.  Excite  such  an  interest  as 
will  cause  pupils  to  read  with  minds  alert,  and  to  seize  upon 
the  author's  thoughts  and  sentiments  with  a  grasp  that  holds. 
Suggest  to  your  pupils  interesting  books  that  may  be  taken 
from  the  Public  Library  or  its  branches  ;  and  find  out  the 
results  of  the  reading. 


.     II.    SPECIFIC  DIRECTIONS 

1.     State  Third  Reader  to   Lesson  60,  two  lessons  a  week. 
Supplementary  reading,  two  lessons  a  week. 


SIXTH  GRADE  GRAMMAR  107 

2.  In  marking  words  in  the  reading  lessons  to  be  studied 
for  spelling,  omit  words  not  clearly  within  the  range  of  the 
pupil's  knowledge.     Require  no  sentence-making  with  words 
selected  from  reading  lessons. 

3.  In  using  the  spelling-book,  take  an  occasional  exercise  in 
sentence-writing. 

4.  Require  the  class  to  memorize  the  following  selections. 

1.  America. 

2.  The  Village  Blacksmith. 

3.  The  Old  Oaken  Bucket. 

4.  One  short  poem  from  Bryant  and  one  from  Whit- 

tier. 

5.  Question  your  pupils   about  what  books  they  read  at 
home,  and  give  them  short  lists  of  library-books  suitable  for 
them  to  read. 

6.  State  Speller,  Lesson  101  to  201. 


7.  Supplementary  exercises,  both  oral  and  written,  in  spel- 
ling lists  of  common  words  often  misspelled  ;  spelling-matches 
and  spelling-games.  Teachers  are  referred  to  Swiii ton's  Word 
Book,  and  to  "  Methods  of  Teaching,  pp."  132  to  140. 


SHORT  EXERCISES  IN  WORD  ANALYSIS 


I.     English  Prefixes  and  Suffixes  from  the  State  Speller. 

II.     Exercises    on    the    following    Latin    Prefixes: — Ante, 
circum,  con,  extra,  post,  pre,  semi,  sub,  vice. 

III.     Exercises  on  the  following  Latin  Suffixes: — or,  ist,  able, 
ible,  ble,  fy,  ate. 


io8  SIXTH  GRADE  GRDMMAR 

IV.     Exercises  on  the  following  Latin  roots: — facer  e,plicare 
mittere,  tendere. 

V.  For  methods  and  suggestions  in  word-exercises  on  the 
above,  teachers  are  referred  to  "Swinton's  Word  Analysis," 
and  to  "  Methods  of  Teaching.'' 


-  I^ANGTJAGE  AND  GRAMMAR 

1.  State  Grammar  in  the  hands  of  pupils,  for  the  purpose 
of  taking  up  a  few  selected  sections  : 

(1)  Formation  of  plurals.     Lessons  57,  58,  60  and  61. 

(2)  Possessive  Forms.     Lessons  74  to  76. 

(3)  Pronouns.     Lesson  77. 

2.  Easy  parsing,  using  the  simplest  abbreviated  forms  to 
show  the  relation  of  the  word  parsed  to   other  words  in   the 
sentence. 

3.  Verbs. — Lesson  168.      Require  pupils  to  learn  the  prin- 
cipal parts  of  the  following  verbs: — Be,  begin,  bite,  blow,  bring, 
buy,  do,  draw,   drink,  drive,   eat,  fly,  freeze,  go,  grow,  know, 
lay,  lie,  ride,  ring,  rise,  say,  see,  sing,  sit,  speak,  stay,  stuck, 
swim,  take,  teach,  throw,  wake,  wear,  work,  write. 

4.  Conjugation  of  the  verb  to  be  in  the  Indicative  Mood. 

5.  Uses  of  participles  and  infinitives ;  the  Parts  of  Speech 
with  the  analysis   of  sentences  and  parsing ;  Conjugation  of 
Verbs    in  the   Indicative   Mood.     Parsing  from  the  Reader. 
Special  Study  of  "The  Old  Oaken   Bucket"  for  parsing  and 
meaning.     Composition,   once   in  two    weeks ;  letter-writing ; 
reports  of  oral  lessons ;  transposition ;  abstracts  of  lessons  in 
reading  and  geography. 

6.  Once    a   month  require  every    pupil  to  write  a  letter. 
For  forms  see  State  Grammar,  pp.  275  to  278. 


SIXTH  GRADE  GRAMMAR  109 


SEC.  II.     ARITHMETIC 

General  Principles 

There  are  two  main  things  to  be  kept  in  view  in  teaching 
arithmetic.  (1)  Business  Methods  for  practical  use.  (2)  Men- 
tal training  in  habits  of  thought. 


I.     GENERAI,  OUTLINES 

3  1-2  hours  a  week 

Oral  exercises  with  simple  numbers,  and  arithmetic  at  sight, 
to  precede,  accompany,  and  follow  each  subject  in  written 
arithmetic. 

1.  Decimal  and  common  fractions  continued,  and  used  in 
solving  problems  that  involve  the  units  of  money,  measures, 
weight  and  time  previously  studied  ;  in  measuring  distances 
and  dimensions  ;  and  in  finding  the   areas  of  rectangles  and 

the  volumes  of  rectangular  solids. 

• 

2.  Percentage  ;  and  its  applications  to — 

(a)  Commission  and  other  simple  subjects. 
(6)  Simple  interest. 


II.     SPECIFIC  DIRECTIONS 

1.  State  Arithmetic,  pp.  126  to  171;  also  Percentage,  pp.  181 
to  185. 

2.  Omit  the  following:  Pages   124,  125,  126 ;  all   of  Metric 


no  SIXTH  GRADE  GRAMMAR 

System  except  the  meter  ;  Surveyors'  Surface  Measure  ;  Plas- 
tering ;  all  of  Cubic  Measure  except  the  first  ten  examples  ; 
Stone  and  Brick  Work ;  Lumber  Measure,  take  only  the  first 
ten  examples  ;  Liquid  Measure,  take  only  the  first  ten 
examples  ;  omit  all  of  Troy  Weight  except  the  table  ;  omit 
Weight,  Metric  System  ;  Circular  Measure,  take  only  the  first 
seven  examples ;  Time,  take  only  the  first  ten  examples : 
omit  Longitude  and  Time  ;  omit  all  examples  from  p.  158  to 
167,  inclusive,  and  substitute  a  few  short,  simple,  practical 
questions  upon  the  tables.  It  exists  only  in  a  few  antiquated 
arithmetics. 


3.  Take  one  lesson  a  week  for  drill  in  accuracy  in  addition 
of  small  numbers  ;   and  of  dollars,  cents  and  fractional  cents. 

4.  Exercises   in  mental   arithmetic,  including  a  review  of 
tables  of  long  measure,  pounds,  ounces  and  centals,  etc. 

5.  Use  Ward's  Letter-Writing  Business  Forms,  No.  2. 

6.  For  supplemental  examples,  teachers  are  referred  to  the 
"  New  Arithmetic,"  by  300  authors,  edited  by  Seymour  Eaton. 


SEC.  III.     GEOGRAPHY 


NOTE. — "  As  travel  broadens  ideas,  so  will  the  study  of 
geography,  if  rightly  pursued  ;  and  pupils  may  increase  the 
value  of  their  lessons  by  reading  books  of  travel  and  stories 
of  great  explorers.  The  teacher  can  afford  to  deal  sparingly 
in  statistics,  latitudes,  longitudes,  areas  and  heights,  and  to 
avoid  dry  definitions  and  detailed  map  questions  that  lead 
only  to  a  recital  of  names  of  places  destitute  of  associations. 


SIXTH  GRADE  GRAMMAR  1 1 1 

Such  knowledge  is  not  worth  the  time   it  takes  to   acquire  it, 
thougli  it  may  secure  rapid  and  accurate  recitations.". 


SPECIFIC  DIRECTIONS 

1.  State  Elementary  Geography  completed  and  reviewed. 

2.  Special  study  of  Europe,  particularly  of   Great  Britain, 
France  and  Germany.     Our  commercial  relations  with  those 
countries.     Important  cities  to  be  taken  in  detail :     London, 
Liverpool,   Sheffield,   Birmingham,   Paris,  Havre,  Bordeaux, 
Berlin,  Hamburg,  Bremen,  Rome. 

3.  Special  Geography  of  California. 

4.  South   America.     Striking  features  of   Physical   Geog- 
raphy.    Important  countries  :     Brazil,  Chili.     Our  commer- 
cial relations  with  those  countries. 

5.  For    detailed    suggestions,    teachers    are    referred     to 
"  Methods  of  Teaching,"  pp.  156  to  163,  and  pp.  244  to  248; 
to  Col.  Parker's  "  How  to  Study  Geography,"  and  to  Frye's 
"  Geography  Teaching." 

6.  For   supplementary  reading,  use  King's   "  This   Conti- 
nent of  Ours." 


SEC.  IV.     HISTORY  AND  PATRIOTISM 

2  hours  a  iveek 

1.  Story    of    the    settlement   of    Massachusetts,    Virginia, 
Pennsylvania  and  New  York. 

2.  A  few  leading  events  in  the  history  of  California. 

3.  Heading  from  Swinton's  Primary  History  of  the  United 
States,  or  Eggleston's  First  Lessons  in  History. 


ii2  SIXTH  GRADE  GRAMMAR 


4.     Require  pupils  to  learn  by  heart  one  patriotic  poem. 


SEC.  V.    ELEMENTS  OF  NATURAL  SCIENCE 


1  1-2  Hours  a  Week 

1.  ANATOMY,  PHYSIOLOGY  AND  HYGIENE   OF   THE  HUMAN 
BODY  : 

(a)     The  bones,  muscles  and  skin. 

(6)  The  growth,  waste  and  renewal  of  the  body  ;  the 
kinds  and  need  of  food  and  drink. — The  organs 
and  processes  of  digestion. — The  relation  of 
food,  drink  and  digestion  to  health. 

(c)  The  composition  and  uses  of  the  blood. — The 
organs  of  the  circulation  of  the  blood  and  their 
functions.  The  relation  of  the  blood  and  its 
circulation  to  health. 

(d)  The  effects  of  the  use  of  narcotics  and  of  alcoholic  and 
other  stimulants  upon  the  organs  and  processes  of  digestion 
and  circulation.  Smith's  Physiology  Primer  for  use  by 
teachers. 

2.  Observation  lessons,  as   far  as  the  time  assigned  will 
allow,  on  : 

(a)  MINERALS  :      Metals, — iron,    lead,    tin  ;    gold,    silver, 
copper. — Glass  collection  and  labeling  of  minerals. — Abstracts 
of  observation  lessons. 

(b)  On  plants   and  flowers,  supplementary  to  the  work  in 
previous  grade.     An  important  part  of  these  lessons  will  con- 
sist of  the  free  use  of   drawing  paper   and  pencil.     Teachers 
will  refer  to  the  instructions  in  the  work  for  the  Fourth  and 
Fifth  Grades. 


SIXTH  GRADE  GRAMMAR  113 


SEC.  VI.    HEALTH,  MORALS  AND  POLITENESS 

"  1667.  Instruction  must  be  given  in  all  grades  of  schools 
and  in  all  classes  during  the  entire  school  course,  in  manners 
and  morals,  and  upon  the  nature  of  alcoholic  drinks  and  nar- 
cotics and  their  effects  upon  the  human  system." 

— School  Law  of  California. 

11 1702.  It  shall  be  the  duty  of  all  teachers  to  endeavor  to 
impress  upon  the  minds  of  the  pupils  the  principles  of  morality, 
truth,  justice  and  patriotism  ;  to  teach  them  to  avoid  idleness, 
profanity  and  falsehood  ;  and  to  instruct  them  in  the  principles 
of  a  free  government,  and  to  train  them  up  to  a  true  compre- 
hension of  the  rights,  duties  and  dignity  of  American  citizen- 
ship." 

— School  Law  of  California. 


I.    TRAINING  IN  POI/ITENESS 

1.  True  politeness  consists   in  having  and  showing  due 
regard  for  the  feelings,  comfort  and  convenience  of  others. 

2.  Take  up  topics  mentioned  in  the  two  preceding  grades. 

3.  Read    to   your   pupils   the  rules   and  customs  of  good 
society,  from  the  best  book  on  the  subject  that  you  can  find. 


II.     MORAI,  TRAINING 

1.     "  There  are  in  all  children  tendencies  to  good  feelings  and 
actions,  and    also  tendencies  and  impulses  to  wrong-doing. 


u4  SIXTH  GRADE  GRAMMAR 

These  tendencies,  whether  good  or  bad,  are  the  result  of  heredi- 
tary transmissions  and  surrounding  circumstances. " 

— Herbert  Spencer. 

2.  "  The  aim  of  your  discipline  should  be  to  produce  a  self- 
governing  being,  not  to  produce  a  being  to  be  governed   by 
others. 

— Herbert  Spencer. 

3.  "  Whatever  moral  benefit  can  be   effected  by  education 
must  be  effected  by  an  education  that  is  emotional  rather  than 
perceptive.     If,  in  place  of  making  a  child  understand  that 
this  thing  is  right  and  the  other  wrong,  you  make  him  feel  that 
they  are ;  if  you  make  virtue  loved  and  vice  loathed — you  may 
do  some  good." 

— Herbert  Spencer. 

4.  Teachers    are    directed    to    give    instruction    in    good 
morals  and  good  manners  at  the  opening  of  school  on  Monday 
morning  of  each  week,  taking  from  15  to  30  minutes  for  each 
lesson.     In  giving  such  instruction,  teachers  must  keep  strictly 
within  the  bounds  of  morale  and  manners,  and  thus  avoid  all 
occasion  for  treating  of  or  alluding  to  sectarian  subjects. 


TOPICS  FOR  SHORT  TALKS 

1.  Promises, 

2.  Betting. 

3.  Stealing. 

4.  Profanity. 

5.  Courage  and  cowardice. 

6.  Word  of  Honor. 

7.  Kindness  to  animals. 


SIXTH  GRADE  GRAMMAR  115 

NOTE. — Teachers  are  referred  to  "The  Virtues  and  Their 
Reasons,"  by  Bierblower,  and  "  Ethics  for  Young  People  by 
Everett." 


SEC.  VII.    DRAWING 

I.     Drawing  in  connection  with  Elementary  Science   Les- 
sons. 

II.     Conventional  designs  of  flowers. 

III.  Freehand  artistic  sketches  selected  by  teachers.    Objects, 
in  groups. 

IV.  Supplementary  use  of  the  text-book  in  drawing,  adopted 
by  the  Board  of  Education. 

V.     Time  for  drawing  1£  to  2  hours  a  week. 


n6  SEVENTH  GRADE  GRAMMAR 


SEVENTH     QRADE 


HOME  STUDIES 

uThe  lessons  assigned  for  home  study  to  pupils  in  the  Sixth 
and  Seventh  Grades  shall  be  such  as  to  require  not  more  than 
one  hour  and  a  half.  — Rules  of  the  Board. 


SEC.  I.    READING,  LANGUAGE  AND  GRAMMAR 
I.    GENERAL  OUTLINES 

8  hours  a  week 

Oral  and  Written  Expression,  includ-    I          Reading,  3)^  hours, 
ing  Writing,  4%  hours. 

1.  ORAL  AND  WRITTEN  EXERCISES  :  (a)  Reproduction  of 
such  supplementary  reading  matter  as  may  be  used,  (b) 
Abstracts  and  summaries  of  lessons,  of  stories,  and  of  other 
kinds  of  composition,  (c)  Conversations  and  written  exercises 
on  good  manners  and  good  morals,  (d)  Outlines  prepared  for 
original  compositions,  (e)  Narratives  ;  description  of  real  or 
imaginary  objects,  scenes  and  experiences.  (/)  Letter-writing 
upon  geographical,  historical  and  other  subjects  ;  also, business 
letters,  notes  of  invitation,  of  recommendation,  etc.  (g)  Oral 
and  written  exercises  on  poems  carefully  studied  ;  and  also  on 
beautiful  pictures,  statuary,  etc.,  studied  where  opportunity 
offers,  (h)  Dictation  exercises,  (i)  A  few  roots,  prefixes  and 
suffixes. 


SEVENTH  GRADE  GRAMMAR 117 

2.  GRAMMAR. — THPJ  STUDY  OF  SIMPLE,  COMPOUND  AND 
COMPLEX  SENTENCES  :  (a)  Analysis.  (6)  All  the  parts  of  speech 
including  their  properties — special  attention  to  be  given  to  such 
changes  of  form  as  indicate  properties,  and  also  the  uses  of 
auxiliaries,  (c)  Principles  of  syntax  illustrated  by  familiar 
examples,  (d)  Punctuation,  (e)  Special  study  of  selected 
pieces  of  Prose  and  Poetry. 

NOTE  1 . — The  scope  of  the  work  in  Grammar  for  Grade  VII 
is  the  same  as  for  Grade  VIII ;  but  easier  sentences  should  be 
selected  for  Grade  VII,  and  only  the  most  common  uses  should 
be  studied. 


II.    SPECIFIC  DIRECTIONS 

1.  State  Third  Reader,  Lesson    60   to  128,  two  lessons  a 
week. 

Supplementary  reading,  two  lessons  a  week. 

2.  For  class  concert  reading.     Lessons  65,  77,  99. 

3.  To  be  memorized  for  concert  recitation. 

(1.)     Our  Country,  p.  195. 
(2.)     What  I  Live  For,  p.  211. 

(3.)     Patrick  Henry's  Address  (for  Boys),  paragraphs 
7,  8  and  9,  p.  242. 

4.  Independence  (for  Boys),  p.  278. 

5.  State  Speller,  Lesson  201  to  301.     Use  the  speller  in  a 
common-sense  way,  taking  only  an  occasional  exercise  in  sen- 
tence-making or  defining. 

6.  Exercises  in  word  analysis  : — 

I.     Latin    Roots: — dicere,    ducere,    mittere,    plicare, 
scribere  vestere,  videre. 

II.     Latin  Prefixes: — ad,  dis,  ob,  pro,  re. 


n8  SEVENTH  GRADE  GRAMMAR 

III.     Latin  Suffixes. — Noun. — ate,   ite,  ary,  ence,    cle, 
ess.  Adjective. — cms,  ent.   Verb. — fy,ise,ize. 

For  suggestions  as  to  methods,  teachers  are  referred  to 
Swinton's  Word- Analysis,  "  Methods  of  Teaching,"  pp.  137  to 
140. 

7.  Question  your  pupils  about  the  books  they  read  at  home, 
and  suggest  suitable  books  for  them  to  draw  from  the  Free 
Library. 

8i     Once  a  month  require  every  pupil  to  write  a  letter. 


GRAMMAR 

1.  State  English  Grammar. 

2.  Take  the  simpler  parts  of  sentence  work  in  Part  I. 
The  use  of  diagrams  optional  with  teachers. 

3.  In  Part  II,  take  to  Lesson  125. 

4.  Conjugation  of  Verbs  in  the  Indicative  Mood. 

5.  Principal  parts  of  the  first  100  irregular  verbs  from  the 
list  in  the  State  Grammar. 

6.  For  study  and  parsing,  take  the  following  selections  from 
the  Third  Reader. 

(1.)  Thanatopsis. 

(2.)  Battle  of  Waterloo. 

(3.)  What  I  Live  For. 

(4.)  Brutus's  Address. 


SEVENTH  GRADE  GRAMMAR  _  119 

SEC.  II.     ARITHMETIC 
I. 


3  1-2  hours*  a  week. 

Oral  exercises  with  simple  numbers,  and  arithmetic  at  sight, 
to  precede,  accompany,  and  follow  each  subject  in  written 
arithmetic. 

1.  Percentage,  continued  ;  its  applications  to: 

(a)     Profit  and  loss. 
(6)     Simple  interest. 

2.  Review   of  compound   numbers  with   simple   practical 
problems.     Mensuration  of   straight  lines,  of  rectangles  and 
rectangular  solids.     Review  of  common  and  decimal  fractions 
limited    strictly    to    simple    business    forms    and    examples, 
omitting  all  schoolmasterisms. 

3.  Mental  arithmetic,   carried  along    in   connection  with 
written,  the  same  topics  in   both   kinds   being  taught   at  the 
same  time. 


II.     SPECIFIC  DIRECTIONS 

1.  Use  Ward's  Letter-  Writing  and   Business  Forms,  No.  3. 

2.  State  Arithmetic. 

3.  Business  drill  on  common  and  decimal  fractions. 

4.  For  supplementary   examples,  teachers  are  referred  to 
the  "  New  Arithmetic,"  by  Seymour  Eaton. 


120  SEVENTH  GRADE  GRAMMAR 


SBC.  III.     GEOGRAPHY 

NOTE  1. — As  the  new  State  Geography  will  soon  be 
published,  pupils  will  make  use  of  the  State  Primary 
Geography  until  the  Advanced  State  Geography  is  supplied. 

NOTE  2. — To  vary  the  monotony  of  text-book  lessons, 
occasionally  take  a  geography-match  or  game.  For  sugges- 
tions, see  "  Methods  of  Teaching,"  pp.  161,  162,  and  pp.  243 
to  257.  Col.  Parker's  "  How  to  Study  Geography  "  will  prove 
a  useful  aid,  and  Frye's  "  Geography  Teaching"  will  be  very 
suggestive  of  good  methods. 


TOPICAL  OUTLINES 

1.  Main  points  in  the  Geography  of  the  United  States. 

2.  General    outlines    of   the    Physical    Geography    of   the 
United  States. 

3.  Simple  lessons  on  winds,  ocean  currents  and  change  of 
season. 

4.  Short   lessons    on  the    great  mountain    chains    of   the 
globe,  great  plains  and  plateaus. 

5.  Point  out  five  great  commercial  routes. 

6.  Special   study    of    the   map  of   the    British  Isles ;    the 
cities  of  London,  Liverpool,  Manchester,  Glasgow,  Birming- 
ham and  Sheffield. 

7.  (a)     Review  of  Mathematical  Geography. 

(6)     Motions  of   the  earth,    causes    of    the    change    of 
seasons,  etc. 

8.  A  good  hand-book  for  the  teacher's  use  will   be   found 
in  "  Monteith's  New  Physical  Geography." 

9.  Time  given  to  Geography  3  lessons  a  week. 


SEVENTH  GRADE  GRAMMAR  121 


SBC.  IV.     HISTORY  OF  THE  UNITED  STATES 

I.  Whoever  undertakes  to  instruct  youth  in  history  must 
regard    equally    the    memory,    the    understanding   and    the 
feelings.  — Niemeyer. 

II.  There  is  no  one  "  patent  method  "  for  teaching  history. 
Teachers,  by  skill,  tact  and  stories  of  information,  must  clothe 
the  skeleton  of  facts  with  the  flesh  of  imagination  and  vitalize 
the  whole  with  the  breath  of  life. 


SPECIFIC   DIRECTIONS 

Time,  3  hours  a  week 

1.  State    History    of   the   United  States,  in   the   hands  of 
pupils. 

2.  The  study  of  United  States  History,  through  the  Ameri- 
can Revolution. 

3.  The  study  of  English  and  other  European  History,  so 
far  as  it  is  connected  with  American  History. 

4.  Let  the  advance  lesson  be  read  aloud  in  the  class.     Call 
attention  to  the  very  few  important  facts  to  be  memorized  for 
recitation,  and    let   pupils    mark   them  with   a  pencil.     The 
greater  part  of  the   book   is  intended   not  to  be  learned  by 
heart,  but  only  to  be  attentively  read. 

5.  Of  the  early  discoveries,  single  out  three  or  four  to  be 
stamped   on   the   memory,  and   let  the  others  severely  alone 
after  reading  about  them  once. 

6.  In  the  period  of  settlement,  select  the  four  great  centers  : 


122  SEVENTH  GRADE  GRAMMAR 

Virginia,  Massachusetts,  New  York  and  Pennsylvania.     The 
remainder  belong  to  local  State  History. 

7.  Out   of   the  numerous  details  of  Colonial  and  Indian 
Wars,  select  the  three  or   four  main   facts  of  the  French  and 
Indian  Wars,  and  have  them  well  understood. 

8.  Of  the  Revolutionary  War,  single   out  the   causes  that 
led  to  it,   and  not  more  than   half  a   dozen    of   the   battles. 
Impress  on  your  pupils  the  character  and  services   of  Wash- 
ington. 

9.  Chronological    tables    of    dates    are    valuable    only    for 
references.     Fix  in   the   minds   of  your  pupils,  by  frequent 
reviews,  the  dates  of  a  very  few,  not  exceeding  a  dozen,  great 
events. 

10.  If   the    school    library    contains  a  set   of   Egglestoii's 
"  First  Lessons,"  make  use  of  for  supplementary  reading. 


SEC.  V.     ELEMENTS  OF  NATURAL  SCIENCE 

1  1-2  hours  a  iveek 

1.  ANATOMY,  PHYSIOLOGY  AND  HYGIENP:  OF  THE  HUMAN 
BODY,  continued.  Text-book,  State  Physiology,  to  the 
Nervous  System. 

(a)  The  composition  and  purity  of   the  air. — The   organs 
of   respiration    and   their    functions. — The    structure  of   the 
lungs. — The  effect  of  respiration  upon  the  air  and   blood  in 
the  lungs,  and  upon   the  air  in   the  room. — The  relation  of 
respiration  to  health,  with  special  reference    to  ventilation, 
disinfectants,  exercise  and  clothing. 

(b)  The  vocal  organs  and  their  functions. 

(c)  The  nervous  system  as  a  directive  power. — Its  organs 
and  their  functions. — The  relation  of  the  nervous  system  to 


SEVENTH  GRADE  GRAMMAR  123 

health,  with   special  reference   to  exercise,  work  and   study, 
rest  and  sleep,  food  and  drink. 

(d)  The  special  senses ;   the  organs  and  their  functions — 
How  to  keep  the  organs  of  sense  in  health,  and  how  to  train 
them. 

(e)  The  effects  of  the  use  of  narcotics  and  stimulants  upon 
respiration  and  the  nervous  system,  and  upon  mental  activity. 

(/)     Reviews. 

Continue  the  course  on  plants  and   plant  forms,  mainly  as 
an  exercise  in  practical  and  artistic  drawing. 
COMMON  METALS,  MINERALS  AND  ROCKS  : 

(a)  Simple  mineral  substances — characters  of  :    (1) 

Metals  that  are  native  minerals  (gold,  silver, 
copper).  (2)  Metals  from  ores  .(lead,  tin, 
iron).  (3)  Non-metals  (sulphur,  carbon). 

(b)  Compounds  :     Quartz,  salt,  limestone,  gypsum, 

feldspar,  mica,  hornblende,  granite,  marble, 
slate  and  other  common  rocks. 


AIVD  FLOWERS 

(a)  Lessons  continued  from  the  work   in  the   Fourth  and 
Fifth  and  Sixth  Grades. 

(b)  Drawing  in  connection  with  these  lessons. 

SPECIAL  NOTE. — Teachers  are  requested  to  read  the  direc- 
tions and  suggestions  under  the  head  of  Elementary  Science 
in  the  Eighth  Grade  course. 


SEC.  VI.    HEALTH,  MORALS,  POLITENESS  AND 
PATRIOTISM 

"  1667.     Instruction  must  be  given  in  all  grades  of  schools, 


124 SEVENTH  GRADE  GRAMMAR 

and  in  all  classes  during  the  entire  school  course,  in  manners 
and  morals,  and  upon  the  nature  of  alcoholic  drinks  and  nar- 
cotics and  their  effects  upon  the  human  system." 

— School  Law  of  California. 

"  1702.  It  shall  be  the  duty  of  all  teachers  to  endeavor  to 
impress  upon  the  minds  of  the  pupils  the  principles  of 
morality,  truth,  justice  and  patriotism  ;  to  teach  them  to  avoid 
idleness,  profanity  and  falsehood  ;  and  to  instruct  them  in 
the  principles  of  a  free  government,  and  to  train  them  up  to 
a  true  comprehension  of  the  rights,  duties  and  dignity  of 
American  citizenship." 

— School  Law  of  California. 


I.    TRAIIVIXG 


1.  "  A   noble   and   attractive   every-day   bearing  comes  of 
goodness,  of  sincerity,  of  refinement,  and   these  are  bred  in 
years,  not  moments." 

—  Huntington. 

2.  "If  one  is  centrally  true,  kind,  honorable,  delicate  and 
considerate,  he   will  almost,  without  fail,  have   manners  that 
will  take  him  into  any  circle  where  culture  and  taste  prevail 
over  folly." 

—  Hunger. 

3.  "  True  politeness  consists  in   having  and   showing  due 
regard  for  the  feelings,  comfort  and  convenience  of  others." 


TOPICS  FOR 


1.  The  usages  of  good  society. 

2.  Politeness  on  the  street. 


SEVENTH  GRADE  GRAMMAR 125 

3.  Politeness  in  traveling. 

4.  Politeness  at  home. 

t 

5.  Politeness  to  servants  and  employes. 


II.     MORAI,  TRAINING 

General  Principles 

1.  Children  must  not  only  be  taught  what  is  right,  but  they 
must  also  do  what  is  right.     It  is  possible  for  teachers  to  breathe 
into  a  school  a   spirit  of  honor,  usefulness,  and  honesty  that 
shall  control  every  new  pupil  that  enters  the  school.     This 
spirit   will    put  down   vulgarity,  slang,  profanity,   impurity, 
slander,  tattling,  lying  and  meanness. 

2.  Character  is  formed  by  training  rather  than  by  teaching. 
Teachers  cannot  lecture  pupils  into  good  manners,  nor  change 
bad  habits  by  long  speeches.     Bad  habits  can  be  changed  only 
by  a  repetition  of  doings,  and  it  is  in  these  doings  that  training 
consists. 


TOPICS  FOR  SHORT  TAI,KS 

1.  Care  of  health  a  duty. 

2.  Earning  a  living. 

3.  Perseverance. 

4.  Temperance. 

5.  Gluttony. 

6.  Reading  good  books. 

7.  Civil    Duties — (a)    love    of    country ;    (b)    respect   for 


126  SEVENTH  GRADE  GRAMMAR 

rulers  ;  (c)  obedience  to  law ;  (d)  fidelity  in  office — bribery ; 
(e)  oaths — perjury  ;  (/)  the  ballot — buying  or  selling  votes  ; 
(g)  dignity  and  honor  of  citizenship. 

NOTE. — Teachers  are  referred  to  Comegy's  "  Primer  of 
Ethics,"  and  "  The  Virtues  and  their  Reasons,"  by  Bierblower. 
Everett's  "  Ethics  for  Young  People,"  should  be  used  for 
supplementary  reading. 


SEC.  VII.     DRAWING 

I.  Drawing  to  illustrate  lessons  in  Elementary  Science. 

II.  Artistic  sketches  selected  by  teachers. 

III.  Designs  selected  by  teachers,  from  any  text-book. 

IV.  First  lessons  in  Perspective. 
V.  The  Adopted  Drawing  Book. 

VI.  Time,  two  lessons  a  week. 


EIGHTH  GRADE  GRAMMAR  127 


EIGHTH    GRADE  GRAMMAR 


General  Principles 

I.  "  The  lessons  assigned  for  home  study  to  pupils  in  the 
Eighth  Grade  shall  be  such  as  to  require  not  more  than  two 
hours." 

— Rules  of  the  Board  of  Education. 

II.     "The  aim  of  all  intellectual  training  for  the  mass  of 
the  people  should  be  to  cultivate  common-sense." 

— -John  Stuart  Mill. 

III.  As  at  least  one-half  of  the  pupils  in  this  grade  will  close 
their  school  life  when  they  graduate,  it  is  the  duty  of  both 
principals,  teachers,  superintendent  and  school  officials  to  secure 
for  them  that  kind  of  training  and  instruction  which  will  give 
them  the  best  possible  school  outfit  for  the  duties  of  life. 


SPECIAL  NOTE  FOR  PRINCIPALS 

1.  In  schools  having  two  Eighth  Grade  classes,  Principals 
are  authorized  to  arrange  an  exchange   of  work  so   that  one 
teacher  may  teach  arithmetic  in  both  classes   and  the  other 
teacher  take  charge  of  Grammar.     Or,  if  a  satisfactory  arrange- 
ment can  be  made  with   teachers,  the   teacher  of  the  Eighth 
Grade  may  exchange  work  in   Arithmetic  or  Grammar  with 
the  teacher  of  a  Seventh  Grade. 

2.  If  any  teacher  excels  in  giving  lessons   in   Elementary 
Science  or  Drawing,  Principals  are  authorized  to  order  some 
exchange  of  work  with  other  teachers. 


128  EIGHTH  GRADE  GRAMMAR 

SEC.  I.     LANGUAGE  AND  GRAMMAR 
I.     GENERAI,  OUTLINES 


8  hours  a  week 

Oral  and  Written  Expression,  includ-    I          Heading 
ing  Writing. 

1.  ORAL  AND  WRITTEN  EXERCISES:     (a)  Reproduction  of 
such    supplementary  reading   matter  as  may  be  used.       (b) 
Abstracts  and  summaries  of  lessons,  of  stories,  and  other  kinds 
of  composition,     (c)  Conversations  and  written  exercises  on 
good  manners  and   good  morals,     (d)  Outlines   prepared  for 
original  composition,     (e)  Narratives  ;  descriptions  of  real  or 
imaginary  objects,  scenes  and  experiences.    (/)  Letter-  writing 
on  geographical,  historical,  and  other  subjects  ;  also,  business 
letters,  notes  of  invitation,  of  recommendation,  etc.     (g)  Oral 
and  written  exercises  on  poems  carefully  studied  ;  and  also  on 
beautiful  pictures,  statuary,  etc.,  studied  where   opportunity 
offers,     (h)  Paragraphing,     (i)  Common  roots,  prefixes  and 
suffixes. 

2.  GRAMMAR.  —  THE  STUDY    OF   COMPOUND   AND    COMPLEX 
SENTENCES  :     (a)  Analysis   of   more    difficult  sentences,     (b) 
Review  of  all  the  parts  of  speech,  including  a  careful  study  of 
the  properties  and    inflections    of   words,     (c)  Principles   of 
syntax,     (d)     Punctuation,     (e)     Special    study    of    selected 
extracts  of  prose  and  poetry. 

3.  WRITING:     (a)  Practice  in  free  movements,     (b)  Apart 
of  the  exercises  in  writing  to  be  connected  with  book-keeping. 
(c)  Writing,  in  blank-books,  compositions  and  dictated  exer- 
cises, commercial  forms,  business  letters  and  telegrams. 

4.  READING  :     (a)  From  text-books  and  from   such   books 
as  are  supplied  for  collateral  reading  or  for  general   culture. 


EIGHTH  GRADE  GRAMMAR  129 

(b)  Choice  poems  and  prose  selections  are  to  be  studied  and 
recited. 

NOTE. — Read  the  notes  under  Grades  VI  and  VII.  The 
conditions  are  now  more  favorable  for  accomplishing  the  best 
results  of  reading.  In  the  recitation  of  pieces,  attention 
should  be  given  to  elocutionary  effects.  Moreover,  in  order 
to  gain  an  understanding  of  meter  and  an  appreciation  of 
rhythm,  pupils  should  now  more  directly  study  the  forms  of 
verse.  They  should  be  trained  to  give  the  sense,  and  yet  to 
preserve  the  rhythm  of  the  verse. 

The  more  difficult  reading  matter,  used  by  this  class,  will 
increase  the  mental  grasp  of  the  pupils  and  their  ability  to 
read  well  at  sight.  But  chief  emphasis,  must  be  laid  on  the 
highest  object  of  all  reading,  viz.:  An  acquaintance  with 
literature  for  the  truth  it  contains,  for  the  ennobling  senti- 
ments it  inculcates,  and  for  the  high  ideals  it  presents. 


II.    SPECIFIC  DIRECTIONS 

1.  State  Third  Reader  completed  from  Lesson  120.     Two 
lessons  a  week. 

Drill  mainly  as   an  exercise  in  reading  aloud.     Take  but 
•few  lessons  in  spelling  from  the  Reader. 

Supplementary  reading  to  any  extent  that  teachers  can  find 
time. 

2.  State  Speller  completed  from  Lesson  301,  including  the 
entire    work   in    Word   Analysis.     Begin    work    on    prefixes, 
suffixes  and  roots   at  the   beginning  of  the  year,  taking  two 
short  lessons  a  week  in  connection  with  spelling.     As  an  aid 
to   this   Avork,    teachers    are    referred    to    Swinton's    "  Word 
Analysis/'  or  Swett's  "  Normal  Word  Book." 

3.  Review  and  apply  five   rules  for  spelling  in  the  State 
Speller. 


130  EIGHTH  GRADE  GRAMMAR 

5.  Thorough    concert   drill   on  the  lists  of    "words  often 
mispronounced,"  at  the  head  of  each  reading  lesson. 

6.  Definitions  of  words  as   required  at  the  head  of   each 
reading  lesson. 

7.  Articulation  drill   at  the  head  of  reading  lessons  taken 
by  the  class  in  concert  drill. 

8.  In  every   reading  lesson,  whenever  a  sentence  affords 
some  marked  illustration  of  an  important  rule  in  grammar, 
call  the  attention  of  pupils  to  it. 

9.  Teachers  will  question  their  classes  about  the  kind  of 
books  pupils  are  reading  at  home,  and  will  give  them  short 
lists  of  suitable  library   books  for  home   reading,  particularly 
in  Biography  and  History. 

10.  Teachers  must  direct  pupils  how  to  obtain  books  from 
the   Free   Library,  and  must  endeavor  in  every  way   possible 
to  stimulate  and  cultivate  a  taste  for  good  books. 

11.  Read  and  study  Longfellow's  "  Evangeliiie." 


GRAMMAR 

I.     General  Principles 

I.  "Grammar   is    more    difficult   than  arithmetic,  and  is 
probably    on    a    par   with   the    beginnings    of    algebra    and 
geometry." 

— Bain. 

II.  "  I  hold  that  the  proper  study  of  language  is  an  intel- 
lectual discipline  of  the  highest  kind.     The  piercing  through 
the  involved  and  inverted  sentences  of  '  Paradise  Lost ; '  the 
linking  of  the  verb  to  its  often  distant  nominative,  of  the  rela- 
tive to  its  often  distant  antecedent,  of  the  agent  to  the  object 


EIGHTH  GRADE  GRAMMAR  131 

of  the  transitive  verb,  of  the  preposition  to  the  noun  or  pro- 
noun which  is  governed  ;  the  study  of  the  variations  in  mood 
and  tense  ;  the  transformation  often  necessary  to  bring  out  the 
true  grammatical  structure  of  a  sentence — all  this  was  to  my 
young  mind  a  discipline  of  the  highest  value,  and,  indeed,  a 
source  of  unflagging  delight." 

—Tyndall. 


SPECIFIC  DIRECTIONS 

1.  State  Grammar  completed.     Teachers  will  bear  in  mind 
that  the  main  object  of  the  study  of  grammar  is  not  so  much 
to  enable  pupils  to  speak  and  write  correctly  as  to  enable  them 
better  to  understand  what  they  read.     A  knowledge  of  grammar 
is  essential  to  a  right  appreciation  of  the  masterpieces  of  liter- 
ature.    With  pupils   of  the  highest  grade  in  the   Grammar 
School,  the  right  study  of  grammar  is  a  means  of  mental  dis- 
cipline fully  equal  to  that  of  mathematics. 

2.  Teachers  will  require  their  classes  to  take  up  the  follow- 
ing selections,  for  a   thorough    analytical    study  in  parsing, 
structure  of  sentences,  and  figures  of  speech  : 

(1.)     Gray's  Elegy,  State  Reader,  p.  353. 
(2.)     Apostrophe  to  the  Ocean,  p.  293. 
(3.)     Bunker  Hill  Monument,  p.  411. 

3.  The  use  of  diagrams  in  analyzing  sentences  is  optional 
with  teachers.     Special  attention  to  be  given  to  verbs,  parti- 
ciples, infinitives,  and  relative  pronouns. 

4.  Gnce  a  month  give  an  exercise  in  letter-writing. 

5.  Occasionally  give  out  a  list  of  subjects   for  a  studied 
composition,  to  be  written  out  of  school.     Give  out  a  list  of 
half  a  dozen  subjects  and  allow  each  pupil  to  select  the  one 


132  EIGHTH  GRADE  GRAMMAR 

that  suits  him  best.     For  suggestions  in  this  direction,  teachers 
are  referred  to  "Methods  of  Teaching,"  pp.  268  to  278. 


SEC.  II.     ARITHMETIC 

General  Principles 

I.  "  Life  is  not  long  enough  to  spend  so  large  a  proportion 
of  it  on  arithmetic  as  is  spent  in  the  modern  method  of  teach- 
ing it ;  and  arithmetic  is  too  valuable  an  art  to  have  our  chil- 
dren neglect  to  acquire  facility  in  it." 

— Thomas  Hill. 

II.  The  ruling  principle  in  the  work  of  this  grade  should 
be  to  give  the  chief  attention  to  accuracy  in  working  the  com- 
mon sense  examples  of  actual  business  in  a  business  way. 
Slur  over  very  lightly  the  schoolmasterisms  that  fill  up  the 
greater  part  of  the  school  text-books. 


I.    GENERAI,  OUTLINES 

(a)  Simple  and  compound  interest;  (b)  partial  payments; 
(c)  profits  and  loss  ;  (d)  square  root ;  (e)  Commercial  Dis- 
count, omitting  altogether  "  True  Discount." 


II.    SPECIFIC  DIRECTIONS 

1.  Text-book  completed  from  p.  206. 

2.  Omit  "  Problems   in  Interest,"  pp.   210,   211,  212,   213. 
Omit "  Exchange,"  pp.  228,  229,  230,  231,  232.     Omit  "  Average 
of  payments,"  pp.    233,    234.      "Average,"  235,    236.     Omit 
Cube    Root,    pp.    241    to    245   inclusive.     Omit  all    of   solids 


EIGHTH  GRADE  GRAMMAR  133 

except  prisms,  pp.  252  to  256  inclusive.  Omit  all  of 
Miscellaneous  Problems,  pp.  257  to  261  inclusive,  and  substi- 
tute short,  practical  business  examples,  involving  a  review  of 
everything  in  the  book  except  what  has  been  omitted  in  the 
several  grades  below  the  Eighth  Grade. 

3.  Use  Ward's  Letter  Writing  and  Business  Forms,  No.  4. 

4.  Give  a  thorough  and  practical  review  on  business  opera- 
tions with  common  and  decimal  fractions. 

5.  Carry    on    Mental    and   Written   Arithmetic    together. 
Introduce  principles  by  mental  operations  with  small  numbers  ; 
then,  having  fixed  the  principle,  apply  the  rule  to  larger  num- 
bers on  the  slate  or  blackboard. 

6.  An  excellent  class  drill  in  mental  arithmetic  is  as  follows  : 
Make  up  a  set  of  ten  short  business  questions ;  read  a  question 
and  allow  from  a  quarter   to  a  half-minute   for   the  mental 
work,  and  require  the  answers  to  be  written  on  slates  or  paper ; 
so  continue  with  the  set.     Then  let  pupils  exchange  papers  and 
credit  the  correct  answer  as  given  by  the  teacher.     Aside  from 
practical  business  training,  the  disciplinary  value  of  the  exer- 
cise is  that  it  trains  to  a  habit  of  fixed  attention.     For  model 
exercises,  teachers  are  referred  to  "  Methods  of  Teaching/'  pp. 
224  to  230. 

Three  lessons  a  week  for  the  first  half  year,  and  two  lessons 
a  week  for  the  last  half  year  is  ample  time  for  the  arithmetic 
work  of  this  grade. 

7.  For  supplementary   examples  teachers  are   referred  to 
the  "  New  Arithmetic,"  by  Seymour  Eaton. 


SEC.  III.     GEOMETRY     (OPTIONAI,) 

Time,  two  hours  a  week  during  the  last  half  year. 
An    elementary    course    in    the    practical    applications    of 


134  EIGHTH  GRADE  GRAMMAR 

Geometry.     Teachers  are  referred  to  Spencer's  "  Inventional 
Geometry,"  HilFs  "  Lessons  in  Geometry." 


SEC.  IV.    GEOGRAPHY 

NOTE  FOR  TEACHERS. — Two  lessons  a  week  will  be  ample 
time  for  the  work  here  outlined. 

1.  Use  the  adopted  text-book  for  reference  only. 

2.  Special  Geography  of  the   Pacific   Coast  in  connection 
with  the  study  of  Central  America,  Mexico,  Chile  and  Brazil, 
and  our  commercial  relations  with  these  countries. 

3.  Special  study  of  Australia,  the  Sandwich  Islands,  China 
and  Japan,  and  our  commercial  relations  with  these  countries. 

4.  A  review  of  the  cardinal  points  in  the  geography  of  our 
own  country  and  of  Europe,  and  of  our  commercial  relations 
with  Great  Britain,  France  and  Germany. 

5.  Relieve  the  monotony  of  daily  book  lessons  by  exercises 
intended  to  stimulate  and  amuse.     Show  pupils  the  pictures 
from  illustrated  magazines  or  papers,  or  books,  of  beautiful  or 
grand  scenery,  of  cities,  of  great  natural  curiosities.     Read  to 
them  interesting  descriptions  by  travelers. 

6.  Enliven  the  text-book  work  by  geography-matches  or 
geography  games.     See  "  Methods  of  Teaching,"  pp.  161  and 
162. 

7.  For  suggestive  exercises  and  reviews  of  essential   facts, 
teachers  are  referred  to   "  Methods  of  Teaching,"   pp.  246  to 
257  ;   also  to   CoL  Parker's   "  How  to  Study  Geography,"  and 
King's  "Methods  and  Aids  in  Geography,"  Swinton's  "Com- 
plete Course  in  Geography  " — general  review  of  the  world  at 
the  end  of  the  book ;  and  Fry's  "  Geography  Teaching." 


EIGHTH  GRADE  GRAMMAR  135 


SEC.  V.    HISTORY  OF  THE  UNITED  STATES 

I.  "  Whoever  undertakes  to  instruct  youth  in  history 
must  regard  equally  the  memory,  the  understanding  and  the 
feelings."  — Niemeyer. 

II.     "  All    history   resolves    itself    very   easily    into   the 
biography  of  a  few  stout  and  earnest  persons. 

— Ralph  Waldo  Emerson. 

III.  "To  the  youthful  spirit,  the  great  attraction  of  history 
lies  in  the  pictures  of  life  and  action,  and  in  the  sympathies 
which  these  evoke."  — William  Russell. 

IV.  Of    all    departments    of   early    teaching,    none   is    so 
unmanageable  as  history. 


I.    GENERAI,  OUTLINES 

3  hours  a  week 

1.  Short  lessons  on  the  Civil  Government  of   the   United 
States,  California  and  of  San  Francisco. 

2.  United  States  History,  and  also   of  its  connection  with 
English  and  other  European  History. 

3.  Reading  the  lives  of  persons  famous  in  American  and 
English  History. 

4.  The   study  of  Civil  Government  should  be   connected 
with  the  study  of  the  history  of  the  State  and  of  the   United 
States  ;  and  the  actual  workings  of  the   City  and  the   State 
Government  should  be  observed. 


136  EIGHTH  GRADE  GRAMMAR 


II.    SPECIFIC  OUTLINES 

1.  The  formation  of  the  Constitution. 

2.  Condition  of    our  country  at  the  end  of  Washington's 
administration. 

3.  The  purchase  of  Louisiana. 

4.  The  causes  that  led  to  the  War  of  1812.— Battle  of  New 
Orleans. 

5.  The  Missouri  compromise. 

6.  The   three    great   issues    of    Jackson's   administration. 
Literature  and  inventions. 

7.  Causes  and  results  of  the  war  with  Mexico. 

8.  Discovery  of  gold  in  California  and  results. 

9.  The  leading  statesman  of  this  period. 

10.  The  causes  that  led  to  the  War  of  Secession. 

11.  Abraham  Lincoln. 

12.  Great  battles. — Seven  Days'  Fight.     Antietam.     Get- 
tysburg.    Monitor  and  Merrimac.     Capture  of  New  Orleans. 
Vicksburg.     Lookout  Mountain.    Sherman's  March.    Wilder- 
ness.    Five  Forks.     Lee's  Surrender. 

13.  Reconstruction. 

14.  President  Grant. 

15.  Territorial  Map. 

16.  Resumption  of  specie  payments. 

17.  Chinese  immigration. 

18.  Civil  service  reform. 

19.  Early  settlement  of  California. 

20.  The  gold  period. 

21.  Review  of  the  great  events  included  in  the  work  of 
the  Seventh  Grade. 


EIGHTH  GRADE  GRAMMAR  137 


SEC.  vi.   ELEMENTS  OF  NATURAL 


1.  Begin   at  once  the   collection  of  a   school  cabinet,  and 
invite  your  pupils  to  bring  in  specimens.     Encourage  them  to 
make  collections  for  home  cabinet,  of  minerals,  shells,  wood, 
etc.    .  Take  them  on  collecting  tours  into  the  fields  and  forests. 
"  The    elements    of   botany,  zoology   and   mineralogy,"    says 
Russell,  "  affords  a  delightful  and  effective  means  of  training 
to  habits  of  observing,  comparing  and  classifying." 

2.  By  wisely  put  questions,  set  your  pupils  to   observing 
the  habits  of  animals  and  birds,  of  ants,  bees,  wasps,  flies  and 
butterflies.     Encourage  them  to  make  collections  of  butterflies 
and  beetles.     Persuade  your  pupils  to  buy  a  magnifying  glass 
or  a  cheap  microscope,  and  begin  examining  things  for  them- 
selves.    "  For  many  years/'  says  Carlysle,  "  it  has  been  one  of 
my    constant  regrets  that  no   schoolmaster    of    mine   had    a 
knowledge   of   natural  history,   so   far,   at  least,   as   to    have 
taught  me  the  grasses  that  grow  by  the  wayside,  and  the  little 
winged  and  wingless  neighbors  that  are  continually  meeting 
me  with  a  salutation  which  I  cannot  answer  as  things   are. 
Why  didn't  somebody  teach  me  the  constellations,  too,  and 
make   me  at  home  in  the  starry   heavens,  which  are  always 
overhead,  and  which  I  don't  half  know  to  this  day?" 

3.  If  you  wish  to  succeed,  you  must  do  the  actual  work  of 
the  naturalist,  and  must  make  your  pupils  do  it.     You  must 
fit  yourself  to  do  this  work  by  taking  an  interest  in  it.     It  is 
not  at  all  necessary  that  you  should  be  a  specialist  in  botany, 
zoology,  or  natural  philosophy  ;   but  it  is  necessary  that  you 
should   know    something    about   the    true    methods    of    the 
specialist.     Taken    up    in    the    right   spirit,   instruction    in 
natural  sciences  can  be  made  one  of  the  most  effective  means 
of  education.     "No  subjects,"  says  Professor    Barnard,  "  are 


138  EIGHTH  GRADE  GRAMMAR 

better  suited  than  botany,  zoology  and  mineralogy  to  gratify 
the  eager  curiosity  of  the  growing  mind  ;  to  satisfy  its  crav- 
ings after  positive  knowledge  ;  to  keep  alive  the  activity  of  the 
perceptive  powers ;  to  illustrate  the  beauty  and  value  of 
method,  and  to  lead  to  the  formation  of  methodical  habits  of 
thought." 

4.  In  physics,  make   your  experiments  with  the   simplest 
kind    of    improvised    apparatus.     Whenever    you    make    an 
experiment,   however    simple,  make    it  with   great  care  and 
exactness,  telling  your  pupils  in  advance  what  to  expect  and 
what  to  observe.     Encourage   them  to  make  simple  experi- 
ments at  home  by  themselves.     Set  them  to  observing  natural 
phenomena,   such  as  rain,  hail,  snow,  dew,  frost,   changes  of 
season,  etc.     "The  elements  of  physics,"  says  Hotze,  "  are  no 
more  difficult  for  pupils  than  are  the  elements  of  arithmetic." 
"  As  a  means  of  intellectual  culture,"  says  Tyndall,  "  the  study 
of  physics  exercises  and  sharpens  observation." 

5.  In  giving  the  outlines  of  physiology,  make  use  of  real 
objects  as  far  as  practicable.     The  heart  and  lungs  of  a  sheep 
or  an  ox  can   easily  be  obtained,  and  are  always  better  than 
models  or  charts  or  pictures.     If   human  bones    cannot   be 
obtained,   take  the  bones  of   animals  and  make  a  lesson  in 
comparative  anatomy.     Dissect  the  eye  of  an  ox,  the  brain  of 
a   sheep,    or    calf    or   rabbit,  and   exhibit   the   skull   of    any 
domestic    or  wild  animal.     The    chief    object   of   lessons   in 
anatomy   and   physiology   is   to    make   them    the    means    of 
imparting  a  knowledge  of  the  laws  of  health.     Reiterate  prac- 
tical directions  about  cleanliness,  ventilation,  food,  work,  rest, 
play,  sleep  and  regular  habits.     Preach  short  sermons  against 
idleness,  gluttony,  intemperance  and  impurity.     Teach  your 
pupils  that  without  health  life  is   a   failure,  and  make  them 
realize  as  fully  as  possible  that  they  must  themselves  take 
care  of  their  own  health. 

6.  In  botany,  begin  with  collecting  and  examining  plants, 


EIGHTH  GRADE  GRAMMAR  139 

and  end  in  classifying  and  naming  them  by  referring  to  text- 
books. "  Now,  to  learn  to  classify,"  says  Bain,  "  is  itself  an 
education.  In  these  natural  history  branches,  the  art  has 
been  of  necessity  attended  to,  and  is  shown  in  the  highest 
state  of  advancement.  Botany  is  the  most  complete  in  its 
method,  which  is  one  of  the  recommendations  of  the  science 
in  early  education.  Mineralogy  and  zoology  have  greater 
difficulties  to  contend  with,  so  that  where  they  succeed,  their 
success  is  all  the  greater." 

7.  First  in   the  order   of  nature   comes  empirical  knowl- 
edge ;     afterwards,     scientific     knowledge.      Therefore,    the 
younger  the   children,   the  less  methodical    should   be  their 
instruction.     Beginners  store  up   facts  by  items,  often  in  an 
indirect  and  desultory  manner. 

8.  Mere    text-book    study    of    natural     science,    without 
observation  and  experiment  by  the  pupil,  is  not  knowledge. 
The    real    guide    to   true    knowledge    is  a  habit  of  observing. 
"  Learn  to  make  a  right  use  of  your  eyes,"  says  Hugh  Miller  ; 
"  the  commonest  things  are  worth  looking  at,  even  stones  and 
weeds  and   the  most  familiar  animals.     Agassiz    says,  "  the 
difficult  art  of  thinking,  of  comparing,  of  discriminating,  can 
be  more  readily  acquired  by  examining  natural  objects  for 
ourselves  than  in  any  other  way." 

9.  Skillful  questioning  by  the  teacher  is  the  chief  means 
of  awakening  thought,  and  of  inducing  pupils  to  observe  for 
themselves.     Superintendent   Eliot   says  :     "  We    teach    best 
when  we  seem  to  teach  least.     Tell  the  child  a  fact,  and  it  is 
all  your  telling.     Lead  him  to  find  it  himself,  and  it  seems 
to  him  all  his  finding.     Because  it  seems  so,  he  is  interested 
in  it,  and  his  interest  secures  his  mastery  of  it." 

10.  Stimulate  and  encourage  curiosity.     Faraday  says,  "  I 
am  indebted  to  curiosity  for  whatever  progress   I   have  made 
in  science.     There  are  common  experiments  which  I  perform 


HO  EIGHTH  GRADE  GRAMMAR 

now  with  as  much  glee  at  the  result  as  when  I  was  a  boy." 
Lead  your  pupils  into  the  practice  of  proposing  questions  in 
the  class.  "  If  not  snubbed  and  stunted,"  says  Huxley,  "  by 
being  told  not  to  ask  foolish  questions,  there  is  no  limit  to  the 
intellectual  craving  of  a  young  child,  nor  any  bounds  to  the 
slow  but  solid  accretion  of  knowledge,  and  the, development 
of  the  thinking  faculty  in  this  way." 

11.  As  to  methods  in  specific  lessons,  the  following  direc- 
tions by  Superintendent  Harris  are  to  the  point :  "  Prepare 
yourself  beforehand  on  the  subject  of  the  lesson  of  the  week, 
fixing  in  your  mind  exactly  what  subjects  you  will  bring  up, 
just  what  definitions  and  illustrations  you  will  give  or  draw 
out  of  the  class.  All  must  be  marked  and  written  down  in  the 
form  of  a  synopsis.  The  blackboard  is  the  most  valuable 
appliance  in  oral  lessons  ;  on  it  should  be  written  the  technical 
words  discussed,  the  classification  of  the  knowledge  brought  out 
in  the  recitation,  and  whenever  possible,  illustrative  drawings. 
Pains  should  be  taken  to  select  passages  from  the  reference 
books,  or  from  other  books  illustrative  of  the  subject  under 
discussion,  to  be  read  to  the  class  with  explanation  and  conver- 
sation. Wherever  the  subject  is  of  such  a  nature  as  to  allow  of 
it,  the  teacher  should  bring  in  real  objects,  illustrative  of  it,  and 
encourage  the  children  to  do  the  same.  But  more  stress  should 
be  laid  on  a  direct  appeal  to  their  experience,  encouraging  them 
to  describe  what  they  have  seen  and  heard,  and  arousing  habits 
of  reflection,  and  enabling  the  pupil  to  acquire  a  good  command 
of  language.  Great  care  must  be  taken  by  the  teacher  not  to 
burden  the  pupil  with  too  many  new  technical  phrases  at  a 
time,  nor  to  fall  into  the  opposite  error  of  using  only  the  loose, 
common  vocabulary  of  ordinary  life,  which  lacks  scientific 
precision." 


EIGHTH  GRADE  GRAMMAR  141 


I.     GENERAI,  OUTLINES  ON  EI^MENTARY  SCIENCE 

Time  from  %  to  3  hours  a  week 

1.  Occasional    lectures    and    conversations    on    HYGIENIC 
DUTIES. 

2.  Common  facts  in  PHYSICS  learned  from  observations  and 
experiment,  in  regard  to  as  many  of  the  following  topics  as  the 
assigned  time  will  allow : 

'  (a)     Matter  ;  its  properties,  its  three  states. 

(b)  Motion  and  force  ;  laws  of  motion. 

(c)  Gravitation  ;  equilibrium,  pendulum. 

(d)  Lever,  wheel  and  axle,  pulley,  inclined  plane,  wedge, 
screw. 

(e)  Liquid  pressure  ;  specific  gravity. 

(/)     Atmospheric  pressure  ;  barometer,  pumps,  siphon.   ' 

(g)     Electricity,  frictional  and  current;  conductors,  magne- 
tism, compass,  magnetic  telegraph. 
(h)     Sound  ;-  echoes. 
(i)     Heat  ;  diffusion,  effects,  thermometer. 

(j)  Light ;  reflection,  refraction,  lenses,  solar  spectrum 
color. 

3.  Continuation  of  lessons    in   the    preceding   grades    on 
plants.     Let  pupils  make  free  use  of  drawing  paper  and  pencil. 

NOTE. — The  greater  part  of  the  time  assigned  this  year  to 
Elementary  Science  must  be  given  to  Physics.  If  the  teacher 
have  not  time  to  present  to  his  class  all  the  topics  mentioned 
above,  he  will  select  such  as  he  believes  can  be  studied  by  his 
pupils  with  most  advantage.  He  should,  however,  keep  in 
mind  the  needs  of  such  pupils  as  will  finish  their  school  train- 
ing with  the  Grammar-School  course  of  study. 


H2 EIGHTH  GRADE  GRAMMAR 

Whatever  topics  be  selected  for  study,  it  must  be  kept  in 
mind  that  the  method  of  studying  them  is  all  important. 
Pupils  should  observe  and  express  the  facts  and  should  make 
their  own  inferences.  Thus  a  keen  interest  may  be  excited 
and  the  best  of  mental  training  secured — a  training  in  the 
practice  of  close  observation,  in  careful  thinking,  and  in  accur- 
ate description.  Instruction  in  Elements  of  Natural  Science 
shall  be  given  by  the  principal.  The  aim  of  teachers  in  the 
following  lessons  should  be  : 

1.  To  let  facts  speak  for  themselves. 

2.  To  supply  suitable  experiments  and  specimens  for  the 
establishment  of  general  laws. 

3.  To    secure    accuracy   and    solidity   in   the    knowledge 
acquired. 

4.  To    connect    scientific    principles    with    their  practical 
applications. 

5.  To  sharpen  the  observing  powers. 

6.  To    cultivate  the  imagination  in  the  apprehension  of 
theories  where  proof  is  not  available. 

7.  To  exercise  the  reasoning  powers. 

8.  To  form  good  intellectual  habits. 

For  suggestions  teachers  are  referred  to  "  WoodhulPs  Simple 
Experiments." 


II.    BOOK-KEEPING 

A  short  course  in  book-keeping.  In  schools  having  two  or 
more  Eighth  Grades  book-keeping  may  be  taught  by  Vice- 
Principals.  In  schools  for  girls  exclusively,  book-keeping  may 
be  made  quite  elementary. 


EIGHTH  GRADE  GRAMMAR  143 


SEC.  vii.  HEALTH,  MORALS,  POLITENESS,  AND 
PATRIOTISM 


"  1667.  Instruction  must  be  given  in  all  grades  of  schools 
and  in  all  classes  during  the  entire  school  course,  in  manners 
and  morals,  and  upon  the  nature  of  alcoholic  drinks  and  nar- 
cotics and  their  effects  upon  the  human  system." 

School  Law  of  California. 

"  1702.  It  shall  be  the  duty  of  all  teachers  to  endeavor  to 
impress  upon  the  minds  of  the  pupils  the  principles  of  morality, 
truth,  justice,  and  patriotism  ;  to  teach  them  to  avoid  idleness, 
profanity,  and  falsehood  ;  and  to  instruct  them  in  the  principles 
of  a  free  government,  and  to  train  them  up  to  a  true  compre- 
hension of  the  rights,  duties  and  dignity  of  American  citizen- 
ship." 

— School  Law  of  California. 


I.     PHYSIOLOGY 


The  text-book  used  is  the  State  Physiology. 


II.    TRAINING  IN  POLITENESS 

I.  "  A  noble  and  attractive  everyday  bearing  comes  of 
goodness,  of  sincerity,  of  refinement ;  and  these  are  bred  in 
years,  not  moments.  The  principle  that  rules  your  life  is  the 
sure  posture-master." 

— Bishop  Huntington. 


144  EIGHTH  GRADE  GRAMMAR 


III.     MORAI,  TRAINING 

1.  "To    hear   about    good    men    is    equivalent    to   living 
among  them.     For  children  there  is  absolutely  no  other  moral- 
ity than  example  either  seen  or  narrated." 

— Richter. 

2.  "  Let  a  child  read  and  understand   such  stories  as  the 
friendship  of  Damon  and  Pythias,  the  integrity  of  Aristotles, 
the  fidelity  of  Regulus,  the  purity  of  Washington,  the  invinci- 
ble perseverance  of  Franklin,  and  he  will  think  differently  and 
act  differently  all  the  days  of  his  remaining  life." 

— Horace  Mann 

3.  "The  use  of  the  fable,  the  parable,  and  the  example,  is 
evidently  meant  to  avoid  direct  lecturing,  and  to  reach  the 
mind  by  insinuation  and  circumvention." 

— Bain. 

4.  "  Do  but  gain  a  boy's   trust,  you  will  readily  enough 
guide  him.     Not  by  authority  is   your  sway  obtained  ;  neither 
by  reasoning  ;  but  by  inducement." 

— Herbert  Spencer. 

5.  "Teachers  Avill  keep  steadily  in  mind  the  great  central 
fact  of  life  that  character  outweighs  mere  intellect ;  that  high 
percentages  in  school  examinations  are  but  as  dust  in  the  bal- 
ance compared  with  the  moral  qualities  that  constitute  man- 
hood and  womanhood. 

6.  "  The  divine   method    of  moral  instruction  in  a  com- 
mon  school   is   that   a    cultivated    and    consecrated  man    or 
woman   should  rise  upon   it  at  nine   o'clock  in  the  morning 
and   lead   it   through    light   and   shadow,  breeze    and    calm, 
tempest   and   tranquillity,  to  the    end.     All   special  methods 
flow  out  of  him,  as  the  hours  of  the  day  mark   the   course  of 
the  sun."  — Mayo. 


EIGHTH  GRADE  GRAMMAR  145 


TOPICS  FOR  SHORT  TAI/KS 

(1)  Truth;  (2)  obedience;  (3)  industry;  (4)  honesty;  (5) 
fidelity;  (6)  justice;  (7)  politeness;  (8)  duties  at  school; 
(9)  duties  to  playmates;  (10)  benevolence;  (11)  duties  to 
dumb  creatures ;  (12)  treatment  of  enemies ;  (13)  con- 
science ;  (14)  conscientiousness ;  (15)  duties  to  parents  ; 
(16)  forgiveness;  (17)  gratitude;  (18)  purity. 

NOTE. — As  a  valuable  hand-book  for  these  lessons,  teachers 
are  referred  to  Comegy's  "  Primer  of  Ethics." 

For  supplementary  reading,  use  Everett's  "  Ethics  for 
Young  People." 


SEC.  VIII.     DRAWING 

Time,  two  lessons  a  week 

I.     Drawing  in  connection  with   Lessons   in    Elementary 
Science. 

II.     Easy  lesson  in  Perspective. 

III.  Designs. 

IV.  Use  of  the  adopted  text-book. 


i46         •  COURSE  IN  DRAWING 


COURSE  IN  DRAWING 


I. 


In  the  receiving  class,  teachers  will  use  the  simplest  exer- 
cises in  kindergarten  drawing. 

In  first-grade  classes,  teachers  will  act  under  the  general 
suggestions  made  in  the  Course  of  Study  for  the  first  grades. 

Until  further  action  of  the  Board  of  Education,  the  same 
drawing  blank-hooks  that  were  used  last  year  will  he 
continued. 

A  wide  latitude  will  he  allowed  both  to  Principals  and 
Teachers  who  can  improve  on  the  specified  work. 

In  any  schools  where  there  are  teachers  that  excel  in 
drawing,  principals  are  authorized  to  assign  such  teachers  to 
take  charge  of  drawing  classes. 

Two  lessons  each  week  must  be  given  in  drawing,  arid  two 
in  penmanship. 


SPECIFIC  SUGGESTIONS 

1.  For   slate,  blackboard  and  pencil  drawing  exercises  in 
Primary  Grades,  make  use  of  Little's  "  Book  of  Outlines  "  and 
Augsburg's  "  Easy  Things  to  Draw." 

2.  In  all   Elementary   Science    lessons,   require   pupils  to 
make  a  free  use  of  drawing  paper  and  pencil. 

3.  '  Exercises  in  Free-Hand  Drawing  should  include  leaves, 


COURSE  IN   PENMANSHIP  147 

plants,  flowers,  fruit,  insects,  such  as  bees,  butterflies,  spiders, 
beetles,  grasshoppers,  etc.,  birds,  animals,  etc. 

4.  Teachers  are  requested  to  make  use   of  the  "  Teacher's 
Manual    for    Prang's    Shorter    Course    in    Form    Study    and 
Drawing  "  as  a  reference  book  for  exercises. 

5.  Every    school    library  should    have    at   least    one    set 
of     "  Prang's     Complete     Course      in     Form      Study      and 
Drawing,"    for   reference  by  teachers  ;   also,   one  set  of   the 
"  Eclectic    Industrial    Drawing;"    alsb,    Augsburg's    "  Easy 
Things  to  Draw  ;  "  Little's  "  Blackboard  Outlines  ;  "  Hooper's 
"  How  to  Teach  Drawing." 


COURSE  IN  PENMANSHIP 

In  the  receiving  classes  and  the  first-grade  classes,  no  copy- 
book is  required. 

In  the  second  grade,  if  a  copy-book  is  used,  it  must  be  the 
Spencerian,  No.  2 ;  in  the  third  grade,  No.  3,  and  so  on,  up  to 
the  sixth  grade,  in  which  No.  6  must  be  used. 

In  the  seventh  and  eighth  grades,  no  copy-book  need  be 
used,  unless  the  class  teacher  should  find  it  necessary  to  use 
one. 

At  least  two  lessons  in  penmanship  must  be  given  each 
week,  and  two  lessons  in  drawing. 


i48  COURSE  IN  MUSIC 

COURSE   IN  MUSIC 

DIRECTIONS 


No  "  Music  Readers"  have  been  adopted  by  the  Board  of 
Education,  and  pupils  must  not  be  required  to  buy  any.  The 
books  already  purchased  and  in  the  hands  of  pupils  may  be 
used  for  the  present  school  year. 

Principals  are  authorized  to  buy,  with  a  part  of  their  School 
Library  money,  such  song-books  or  sets  of  song-books  or 
sheet  music,  like  the  "  Coda,"  as  they  think  best  suited  to  the 
needs  of  their  schools, 

Principals  are  authorized  to  arrange  any  exchanges  of  work 
so  that  any  teacher  or  teachers  that  have  special  skill  or  tact 
may  take  charge  of  the  singing  in  two  or  more  classes. 

In  grammar  grades,  principals  are  authorized  to  allow 
pupils  inexpensive  leaflet  or  sheet  music,  like  the  "Coda," 
the  amount  so  expended  not  to  exceed  15  cents  per  pupil. 


RECEIVING  CLASS 

Kindergarten  motion  songs  at  least  twice  each  day. 

Careful  attention  given  to  the  pitch,  rhythm,  quality  of  tone, 
and  position  of  the  body. 

All  songs  and  exercises  are  to  be  kept  within  range  of  pupils' 
voices. 

Frequently  change  the  key  in   order   to  rest  the   voice  and 
secure  uniformity. 


COURSE  IN  MUSIC  149 


FIRST   GRADE 

Singing  at  least  half  an  hour  a  week. 

Motion  songs  and  other  easy  and  pleasing  rote  songs. 

Scale  :  forward  and  backward,  using  syllables  and  numerals, 
and  beginning  with  full  breath. 

Frequently  change  the  key  in  order  to  rest  the  voice,  omit- 
ting such  sounds  as  may  in  the  least  strain  pupils'  voices. 


SECOND  GRADE 

Singing  at  least  half  an  hour  a  week. 

Careful  attention  given  to  time,  rhythm,  quality  of  tone,  and 
position  of  body. 

Teach  four  new  primary  songs  and  one  patriotic  song. 
Songs  selected  by  the  teacher. 


THIRD  GRADE 

Singing  at  least  half  an  hour  a  week. 

Exercises  in  sight  reading  from  blackboard. 

Teach  two  patriotic  songs  and  three  other  selections. 

For  supplementary  songs  teachers  are  authorized  to  use 
selections  from  "The  Coda,"  or  other  forms  of  inexpensive 
music. 


150  COURSE  IN  MUSIC 


FOURTH  GRADE 

Singing  at  least  half  an  hour  a  week. 

Supplementary  new  songs  selected  from  "  The  Coda,"  or 
other  cheap  forms  of  sheet  music. 

Three  new  songs  selected  by  the  teacher  and  three  patriotic 
songs. 

Exercises  in  sight  reading  from  blackboard. 


FIFTH  GRADE 

Singing  at  least  half  an  hour  weekly. 
Continue  scale  exercises. 
Simple  exercises  in  trio-part  music. 

Three  patriotic  songs,  and  three  appropriate  songs,  selected 
by  the  teacher. 


SIXTH  GRADE 

Singing  at  least  half  an  hour  a  week. 
Supplementary  songs  from  "  The  Coda." 
Three  patriotic  songs,  and  three  other  appropriate  songs, 
selected  by  the  teacher. 


SEVENTH  GRADE 

Singing  at  least  half  an  hour  a  week. 


COURSE  IN  SEWING  151 

Exercises  in  two-part  music,  with  frequent  changes  of  part. 

Three  patriotic  songs,  and  three  appropriate  songs,  selected 
by  the  teacher. 


EIGHTH  GRADE 

Singing  at  least  half  an  hour  a  week. 

Songs  selected  from  "The   Coda,"  or   song  hooks  from  the 
Library. 

At  least  three  patriotic  songs  and  three  appropriate  selections 
by  teacher. 


COURSE  IN  SEWING 

In   schools   for  girls  exclusively,  the  full  course  of  sewing 
must  be  pursued. 

In  schools  for  boys  exclusively,  no  sewing  is  required. 

In  mixed  schools  of  boys  and  girls,  sewing  is   left  optional 
with  the  Principal  and  teachers. 


FIRST  GRADE 

One  lesson,  one  hour  per  week,  or  two  lessons,  one-half 
hour  each  per  week,  devoted  to  cutting,  basting,  overhand 
sewing  and  turning  hems. 

Explain  the  difference  between  selvedge  and  torn  edge,  and 
what  a  seam  is. 


152 COURSE  IN  SEWING 

MATERIALS  FOR  PUPILS. — Thimble,  scissors,  No.  8  needles, 
No.  50  thread,  both  red  and  white. 

Suggestions — Pupils  should  learn  to  cut  squares  different 
dimensions  accurately.  This  may  be  done  by  following  the 
kindergarten  folding,  measuring  with  a  ruler,  or  by  following 
drawn  threads. 

Fold  the  cloth  back  from  the  right  side  to  the  wrong  side, 
having  the  fold  uniformly  one-fourth  of  an  inch  in  width. 
Place  the  right  sides  together,  having  the  folded  edges  even. 
Baste  from  right  to  left,  through  the  middle  of  the  folds,  in 
unequal  stitches,  the  long  stiches  being  on  the  side  next  the 
sewer.  After  pupils  are  able  to  cut  arid  fold  accurately,  com- 
mence to  sew  from  right  to  left,  by  holding  the  cloth  between 
the  thumb  and  the  first  finger  of  the  left  hand,  never  using  a 
knot,  but  leaving  an  end  of  the  thread  one-half  of  an  inch  in 
length  to  be  turned  back  on  the  seam  and  sewed  under  by 
pverhand  stitches.  At  the  end  of  the  seam  make  no  knot, 
but  sew  directly  back  four  stitches  and  cut  the  thread. 
Smooth  the  seam  with  the  back  of  the  thumb  nail  or  the 
thimble. 

Squares  of  the  same  dimensions  should  be  sewTed  together ; 
first  two  squares,  then  four  squares,  then  six,  and  then  eight 
squares,  being  careful  to  place  the  corners  of  the  squares 
together  so  that  the  diagonals  of  the  squares  will  form  one 
continuous  line. 

In  overhanding  stripes  or  plaids,  they  must  match  to  a 
thread.  At  first  sew  a  white  and  a  colored  square  together. 
When  more  than  two  squares  are  sewed  together,  white 
squares  should  be  placed  corner  to  corner,  and  colored  squares 
corner  to  corner. 


COURSE  IN  SEWING  153 


SECOND  GRADE 

One  hour  or  two  half-hours  per  week 

Cutting  work  bias  and  overhanding  the  same,  running 
plain  seams  and  overcasting? 

Explain  the  difference  between  warp  and  woof. 

Suggestions — Cut  work  with  greatest  care,  as  in  previous 
year. 

Cutting  bias  is  cutting  on  the  diagonal  of  a  square  directly 
across  the  warp  and  woof  or  filling. 

Allow  one-half  inch  on  two  sides  of  a  square  for  the  diag- 
onal seam.  Sew  four  squares  with  diagonal  or  bias  seams  to 
form  one  larger  square. 

In  running,  place  the  edges  evenly  together,  and  baste  on 
the  line  of  the  desired  seam. 

Run  the  seam  close  to  the  casting  thread,  on  the  side  next 
the  sewer,  commencing  on  the  right-hand  side,  keeping  the 
needle  parallel  with  the  cloth,  taking  up  three  and  omitting 
two  threads. 

In  overcasting,  take  stitches  one-half  the  width  of  the  seam, 
over  and  over  loosely,  to  confine  the  torn  edge  of  the  cloth. 
In  overcasting,  when  there  is  a  difference  in  the  width  of  the 
ends,  always  commence  at  the  wider  end. 


THIRD  GRADE 

Turning  hems,  hemming,  to  wit :     Narrow,  wide   and   bias. 
Suggestions — Turn  a  fold  one-eighth  of  an  inch,  as  in  over- 


154 COURSE  IN  SEWING 

handing.  Give  the  cloth  a  second  fold  the  desired  width  of 
the  hem.  Narrow  hems  should  be  made  as  narrow  as  possible 
without  fraying  by  use. 

Measure  wide  hems  with  a  card  to  keep  them  of  uniform 
width. 

Avoid  stretching  and  puckering  of  hems.  Always  lay  the 
hem  with  the  thumb  and  finger.  Avoid  pinching  the  goods. 
In  starting  to  hem,  make  no  knot ;  point  the  needle  toward 
the  right  side,  bringing  the  end  of  the  thread  not  drawn 
through  under  the  hem. 


FOURTH  GRADE 

Back  stitching,  running,  felling  and  sewing  in  cords  and 
binding. 

Suggestions — In  back-stitching,  bring  the  needle  through 
the  goods  three  threads  from  the  beginning  of  the  seam,  put 
the  needle  back  three  threads  and  under  the  cloth  six  threads 
forward,  continuing  in  the  same  movement.  Seams  for 
felling  should  be  sewed  with  one  back-stitch  and  two  running 
stitches.  In  felling,  commence  at  the  wide  end,  having  the 
edge  of  the  cloth  farther  from  the  sewer  the  widest.  Turn 
over  the  wide  edge  of  the  hem,  as  in  narrow  hemming, 
making  a  flat  seam. 

Cords  should  first  be  basted  in  a  bias  fold  before  being 
sewed. 

Always  bind  with  a  bias  piece  running  on  one  side  of  the 
seam,  and  hemming  on  the  other. 


COURSE  IN  SEWING  155 


FIFTH  GRADE 

Gathering  and  laying  of  gathers.  Patching  square,  trian- 
gular and  circular  patches. 

Suggestions — In  gathering,  the  seam  should  be  one-fourth  of 
an  inch  from  the  edge. 

Divide  the  cloth  into  halves,  and  if  the  cloth  is  a  long  strip 
divide  it  into  quarters.  Always  use  a  double  thread  with  a 
small  knot  at  the  end,  and  having  the  thread  longer  than  the 
piece  to  be  sewed.  To  gather  take  up  three  stitches  and  skip 
five.  Draw  the  thread  through  the  material,  pushing  it  tightly 
against  the  knot,  and  fasten  the  thread  by  winding  it  without 
knots  around  a  pin  placed  in  the  material  to  be  gathered.  Lay 
each  gather,  using  a  coarse  needle  and  holding  the  cloth 
between  the  thumb  and  first  finger  of  the  left  hand. 

Gathers  may  be  hemmed,  back-stitched  or  over-handed  to  the 
garment.  If  over-handed  the  edge  must  be  turned  down  before 
gathering,  and  the  cloth  gathered  close  to  the  edge  of  the  fold. 

Patches  may  be  put  in  by  overhanding,  hemming  or  running. 


SIXTH  GRADE 

Making  button-holes,  eyelets,  thread  eyes,  and  sewing  on  all 
kinds  of  buttons. 

Suggestions — Cut  the  button-hole  the  width  of  the  button. 
Button-holes  should  be  barred  and  overcast.  In  cutting  button- 
holes, cut  away  from  the  folded  edge.  Commence  to  work  the 
button-hole  at  the  end  farthest  from  the  folded  edge,  placing  the 
needle  through  the  cloth,  looping  the  thread  over  the  needle 
and  drawing  the  needle  so  as  to  bring  the  twist  on  the  edge  of 


156  GENERAL  DIRECTIONS   TO   PRINCIPALS 

the  button-hole.  In  sewing  on  buttons  put  the  knot  on  the 
upper  side.  Eyelets  may  be  worked  as  button-holes  or  over- 
handed. 


SEVENTH  GRADE 

Hemstitching,  drawn  work,  in  simple  form,  darning  of  all 
kinds. 


EIGHTH  GRADE 

Sewing  optional. 

GENERAI,  DIRECTIONS  TO  PRINCIPALS 

I.  You  are  instructed  to  co-operate  cheerfully  with  the 
Superintendent  and  the  Class-Teachers  in  carrying  into  effect 
the  detailed  requirements  of  the  Course  of  Study. 

II.  Before  making  out  examination  questions  for  any  par- 
ticular grade,  read  attentively  the  directions  to  the  teachers  of 
that  grade,  and  make  your  questions  according  to  the  spirit  of 
those  instructions. 

III.  While  it  is  desirable  that  in  essentials  there  should  be  a 
central  thread  of  uniformity  in  method  throughout  your 
school,  it  is  not  desirable  that  your  assistants  should  be  reduced 
to  a  Chinese  system  of  doing  everything  in  only  one  way. 
The  life  of  all  good  teaching  is  the  individuality  and  personality 
of  the  class  teacher. 


GENERAL  INSTRUCTIONS  TO   ASSISTANTS        157 

Put  yourself  in  the  place  pf  your  assistants,  and  allow  them 
the  freedom  you  would  want  for  yourself.  It  is  quite  probable 
that  all  assistants  together  know  as  much  about  teaching  as 
any  one  Principal  knows.  Uniformity  in  essentials,  but  diver- 
sity in  particulars,  should  be  the  rule. 

IV.  It  is  your  specific  duty  to  see  that  assistants  make  use 
of  the  school  globe,  maps,  charts  and  other  appliances  ;  that 
supplementary  reading  matter  is  properly  distributed  and  used 
and  that  pupils  are  not  overburdened  with  home  lessons. 


GENERAI,  INSTRUCTIONS  TO   ASSISTANTS 

I.  You  are  required  to  observe  the  Course  of  Study  to 
conform  to  the  general  regulations  of  the  Principal,  and  to 
carry  into  effect  the  general  directions  of  the  Superintendent. 

II.  Stand  ready  to  give  a  fair  consideration  to  new 
methods  of  teaching,  even  if  they  differ  from  your  preconceived 
ideas,  or  from  the  methods  you  have  previously  pursued. 

III.  Your  chief  work,  beyond  importing  a  small  stock  of 
specific  knowledge,  is  to  teach  pupils  the  right  way  to  learn  for 
themselves. 

IV.  Assign  but  few  lessons  to  be  learned  at  home.  Child- 
ren ought  to  be  allowed  some  time  to  work,  play,  eat,  sleep  and 
grow.  Show  your  pupils  how  to  study  home  lessons  so  that 
they  may  not  be  obliged  to  ask  assistance  from  parents. 

V.  Review  often,  and  always  on  essentials.  Repetition  is 
absolutely  essential  to  habit,  skill,  readiness,  accuracy  and 
thoroughness. 

VI.  Make  special  efforts  to  prepare  for  the  lessons  in 
physical  training,  moral  training,  and  training  in  politeness. 
These  lessons  must  be  given  with  as  much  regularity  and 


158    GENERAL  INSTRUCTIONS  TO  PRINCIPALS  AND  TEACHERS 

thoroughness  as  the   arithmetic  or   geography  lesson.      They 
are  second  in  importance  to  nothing  else  in  the  course. 

VII.  A  foundation  principle  in   School  government  is  that 
every  pupil  shall  be  allowed  the  largest  liberty  possible  with- 
out infringing  on  the  rights,  interests  or  convenience  of  others. 

VIII.  It  should  be  the  aim  of  teachers  to  govern   without 
corporal  punishment.     But  as  most  parents  are  compelled  at 
times  to  resort  to  it  in  the  home  government  of  their  children, 
so  most  teachers  must  sometimes  resort  to  it  in  school. 

IX.  Corporal  punishment  should  give  place  to  punish- 
ments affecting  the  sense  of  honor,  as  soon  as  this  sense  is 
sufficiently  developed. 

X.     Do  not  become  the  slave  of  routine  or   of  one  inflexi- 
ble, mechanical,  automatic  system. 

XI.  Assign  reasonable  lessons  suited  to  the  capacity,  not 
of  the  best,  but  of  the  average  pupils. 

XII.  "  Always  remember  that  to  educate  rightly  is  not  a 
simple  and  easy  thing ;  but  a  complex  and  extremely  difficult 
thing,  the  hardest  task  upon  adult  life." 

— Herbert  Spencer. 


I.    GENERAI,  INSTRUCTIONS  TO 
PRINCIPALS  AND  TEACHERS 

In  the  course  of  study,  detailed  methods  are  left  to  the 
individual  tact  and  skill  of  the  teacher.  Certain  results  are 
required ;  but  it  is  not  expected  that  all  will  reach  those 
results  in  exactly  the  same  way.  The  text-books  are  an  aid  to 
teachers,  but  are  subordinate  to  skillful  teaching. 


GENERAL  INSTRUCTIONS  TO  PRINCIPALS  AND  TEACHERS    159 


II.     DIVISIONS,  CLASSES  AND 
RECITATIONS 

Each  class  may  be  advantageously  divided  into  two  sections 
for  the  purpose  of  recitation  ;  but  the  discretion  of  the  teacher 
must  be  exercised  as  to  what  recitations  this  division  shall 
include.  In  memorized  lessons,  such  as  geography,  history 
and  word  analysis,  a  class  can,  sometimes,  with  advantage  be 
divided  into  sections  of  ten  or  twenty  each,  thus  allowing 
most  of  the  class  to  study  while  the  few  are  reciting.  In  other 
lessons,  as  arithmetic  and  grammar,  the  undivided  attention 
of  the  entire  class  is  needed. 

Every  teacher  should  have  an  established  order  of  exercises, 
which  may  be  changed  during  the  year,  according  to  the 
circumstances  of  the  class.  No  uniform  rule  can  be  estab- 
lished respecting  the  frequency  or  length  of  recitations. 

Some  part  of  the  time  each  day  must  be  allowed  for  study  ; 
but  the  amount  to  be  given  depends  upon  the  character  of  the 
recitation .  When  a  class  is  not  divided  into  sections,  the  entire 
class  must  be  allowed  time  for  study,  and  taught  how  to  study. 


Ill    RECITATIONS  AND  USE  OF 
TEXT-BOOKS 

The  aim  of  teachers  in  conducting  recitations  should  be  to 
ascertain  if  their  pupils  have  given  reasonable  attention  to 
lessons  assigned  for  study,  and  to  supplement  the  text-book 
lessons  with  such  illustrations  and  explanations  as  are  neces- 
sary to  a  clear  understanding  of  the  subject. 


i6o    GENERAL  INSTRUCTIONS  TO  PRINCIPALS  AND  TEACHERS 

The  arrangement  of  lessons  in  text-books  is  far  from 
perfect,  and  the  teacher  must  constantly  exercise  a  wise 
discrimination,  both  in  assigning  lessons  and  in  omitting 
unimportant  matter.  In  geography,  while  the  whole  may  be 
read  with  open  book,  not  more  than  a  small  fraction  at  most, 
of  the  matter  in  each  one  of  the  text-books  used,  ought  to  be 
memorized.  The  important  points  should  be  marked  in  every 
advanced  lesson  assigned  for  study  ;  otherwise  the  mind  of 
the  child  is  burdened  with  too  many  details.  In  history' 
while  the  whole  should  be  read  in  the  class,  but  very  little 
should  be  marked  for  memorizing.  In  grammar,  as  a  general 
rule,  the  notes  and  exceptions  in  fine  print  should  be  read, 
and  not  memorized.  The  Readers  should  be  used  as  most 
valuable  aids  in  composition,  grammar  and  spelling.  Reci- 
tation records  may  be  kept ;  but  it  is  by  110  means  desirable 
that  every  recitation  should  be  recorded. 

Frequently  the  recitation  of  an  assigned  lesson  should  be 
brief,  the  principal  part  of  the  time  being  devoted  to  explana- 
tions and  illustrations  by  the  teacher.  A  written  review,  on 
Friday,  will  frequently  afford  the  best  standard  of  work 
during  the  week.  It  is  not  desirable  that  teachers  be  made 
recording  clerks  for  pupils. 

While  recitations  in  history,  geography  and  grammar  may 
sometimes  be  conducted  in.  writing,  teachers  are  cautioned 
against  a  neglect  of  oral  recitations. 

Teachers  are  expected  to  explain  each  new  lesson  assigned, 
so  that  each  pupil  may  know  what  he  is  expected  to  do  at  the 
next  recitation,  and  how  it  is  to  be  done.  Rules  and  defini- 
tions should  be  plain,  simple  and  concise  ;  and  if  deduced  by 
pupils  and  teachers  from  the  exercises,  are  more  valuable 
than  if  memorized  from  the  book.  Teachers  should  iie\7er 
proceed  with  a  recitation  without  the  attention  of  the  whole 
class.  Simultaneous  recitation  should  riot  be  resorted  to, 


GENERAL  INSTRUCTIONS  TO  PRINCIPALS  AND  TEACHERS  161 

except  for  the  purpose  of  giving  occasional  variety  to  exer- 
cises, of  arousing  arid  exciting  the  class  when  dull  and 
drowsy,  of  aiding  to  fix  in  the  mind  important  definitions, 
tables,  etc.,  and  also  in  certain  spelling  and  elocutionary 
exercises. 


IV   ARITHMETIC 

One  great  object  of  the  study  of  arithmetic  is  mental  dis- 
cipline. To  secure  this,  it  is  better  that  the  class  should 
work  under  the  immediate  direction  of  the  teacher.  Hence 
the  regulations  forbidding  teachers  in  certain  grades  to  assign 
any  arithmetic  lesson  to  be  learned  at  home. 

One  hour  a  day  will  be  sufficient  to  complete  the  course  in 
each  grade.  The  blackboards  should  be  kept  in  constant  use 
both  by  teachers  and  pupils. 

Accuracy,  rather  than  quickness,  should  be  the  rule.  The 
pupil  should  be  taught  the  principle  underlying  every  process 
in  the  fundamental  rules  of  arithmetic.  It  is  easier  for  the 
time  to  teach  the  child  to  place  the  units  under  units  and  tens 
under  tens  ;  but  the  principle  that  obtains  everywhere,  in 
simple  and  compound  numbers  and  decimals,  is  to  place  num- 
bers of  the  same  denomination  under  each  other  for  addition. 


V    GRAMMAR 

The  study  of  language,  though  it  is  the  most  difficult  of  all 
the  school  studies,  ought  to  be  the  most  interesting.  A 
skillful  teacher  can  make  it  so.  The  omission  of  many  of  the 
technical  formulas  of  the  text-books,  now  almost  obsolete  ; 


162    GENERAL  INSTRUCTIONS  TO  PRINCIPALS  AND  TEACHERS 

the  practical  application  of  principles  in  composition  ;  the 
continued  use  of  reading  lessons,  supplemented  by  the  living 
teacher,  will  make  grammar  both  useful  and  interesting. 


VI.  GEOGRAPHY 

The  Elementary  Geography  is  a  book  to  be  read  and  studied 
with  open  book  in  the  class,  rather  than  to  be  memorized. 
The  mere  pronunciation  of  names  is  a  difficult  task  for  young 
pupils.  When  teachers  consider  that  the  book  Contains  more 
of  detail  than  most  adult  heads  can  carry,  they  will  perceive 
the  necessity  of  exercising  common  sense  in  the  use  of  the 
book. 


VII.  WRITING 

In  writing  lessons,  teachers  should  make  use  of  the  black- 
board, all  the  members  of  the  class  attending  to  the  same 
thing  at  the  same  time.  Important  letters  and  principles  of 
the  copy  should  be  written  on  the  board,  both  correctly  and 
incorrectly,  to  illustrate  errors  and  excellencies. 

In  the  first  lessons  on  the  slate,  the  teacher  should  begin 
with  easy  words,  including  the  simpler  small  letters  and  easy 
capitals.  The  teacher  will  find  that  children  can  learn  to 
make  easy  capital  letters  quite  as  readily  as  small  letters. 
Attention  should  constantly  be  called  to  the  relative  propor- 
tions of  letters.  When  pupils  begin  to  write  with  a  pen, 
especial  attention  must  be  given  to  the  manner  of  holding  it, 
as  a  bad  habit  formed  in  the  first  year  is  corrected  afterwards 
with  great  difficulty.  The  skillful  teacher  will  not  be  confined 
to  the  order  of  copies  in  the  several  numbers  of  the  author- 


GENERAL  INSTRUCTIONS  TO  PRINCIPALS  AND  TEACHERS  163 

ized    copy-books.     In    the    grammar    grades,    specimens    of 
writing  should  be  required  and  credited  monthly. 


VIII.  SPEI/I/ING 

Good  spelling  is  an  unmistakable  sign  of  culture,  and  bad 
spelling  of  the  lack  of  it. 

The  orthography  of  the  English  language  is  so  difficult  that 
it  must  receive  a  large  share  of  the  time  and  practice  in  any 
course  of  instruction  and  in  every  grade.  The  spelling  book  is 
only  an  aid  to  good  spelling  ;  the  main  reliance  for  forming  a 
habit  of  correct  spelling  must  be  on  the  reading  lessons,  coni- 
positions  and  other  written  exercises  as  provided  throughout 
the  course.  Written  spelling  is  more  valuable  than  oral,  yet 
the  former  must  not  be  used  exclusively.  '  Both  the  eye  and  the 
ear  must  lend  their  aid. 

In  oral  spelling  permit  but  one  trial  on  a  word.  No  assist- 
ance whatever  should  be  given  to  pupils  by  pronouncing  sylla- 
bles or  by  mispronouncing  words  to  indicate  the  spelling, 
Pupils  should  be  required  to  pronounce  each  word  distinctly, 
after  it  is  dictated  by  the  teacher.  Pronounce  every  word  dis- 
tinctly, in  a  natural  tone  of  voice.  The  thundering  volume 
of  the  old-fashioned  "  spelling-tone  "  adds  nothing  to  the  effect 
of  a  lesson  in  orthography. 


IX.  COMPOSITION 

Exercises  in  writing  compositions  constitute  the  most  prac- 
tical part  of  grammar. 

Copying  reading  lessons  from  the  open  book  will  be  found  a 


1 64  GENERAL  INSTRUCTIONS  TO  PRINCIPALS  AND  TEACHERS 

valuable  aid  as  an  exercise  in  spelling,  punctuation,  the  use  of 
capitals  and  divisions  of  paragraphs.  These  should  be  fol- 
lowed by  written  abstracts  of  easy  reading  lessons  from 
memory. 

No  exercise  is  more  important  than  that  of  letter-writing. 
Particular  attention  should  be  given  to  the  form  of  beginning 
and  ending  ;  the  date  ;  paragraphs  ;  margin  ;  folding  ;  super- 
scription ;  sealing,  etc. 

If  composition  exercises  are  given  frequently,  it  will  be 
impossible  for  the  teacher  to  perform  the  drudgery  of  correct- 
ing. Pupils  should  therefore  be  required  to  exchange  exercises 
and  correct  them  in  the  class,  under  the  direction  of  the  teacher. 
The  exercise  of  criticism  in  correcting  compositions  is  quite  as 
valuable  to  the  pupil  as  the  original  one  of  writing  them.  All 
corrected  compositions  should  be  re-copied  in  a  small  blank- 
book. 


X    GOOD  LANGUAGE 

The  correct  use  of  language  is  a  matter  of  habit  rather  than 
of  technical  study  of  the  rules  of  grammar. 

It  will  be  one  of  the  arduous  duties  of  every  teacher,  whether 
in  high  or  low  grade  classes,  to  correct,  daily,  the  inaccuracies 
of  speech  resulting  from  bad  habits  of  pronunciation  and  in 
the  use  of  language.  The  teacher  should  use  plain  and  pure 
English,  and  require  pupils  to  do  the  same.  No  provincialisms, 
no  slang,  no  careless  or  slovenly  pronunciation,  should  be 
allowed  to  pass  unnoticed.  Questions  should  be  direct; 
answers,  concise. 


GENERAL  INSTRUCTIONS  TO  PRINCIPALS  AND  TEACHERS  165 


XI.  CHARACTER 

The  exercise  of  good  principles  confirmed  into  habit  is  the 
true  means  of  forming  a  good  character.  The  moral  faculties, 
like  the  intellectual,  need  daily,  development  from  the  feeble 
germs  of  childhood.  Children  do  not  learn  arithmetic  and 
grammar  merely  by  repeating  rules  and  formulas  ;  neither  will 
they  appreciate  and  assimilate  the  foundation  principles  of 
right  and  wrong  as  rules  of  action  merely  by  the  process  repeat- 
ing mottoes  and  maxims.  The  moral  faculties  are  of  slow 
growth  ;  they  need  daily  culture  and  exercise  until  the  habit 
of  right  thinking  and  right  doing  is  formed.  There  are  evil 
tendencies  in  the  child's  nature  to  be  repressed  ;  there  are  germs 
of  good  qualities  to  be  warmed  into  life  and  quickened  in  their 
growth  ;  and  this  is  the  work  of  skillful  teachers  during  many 
years  of  school  life. 

The  selfishness  of  children  is  the  greatest  obstacle  to  moral 
training.  To  teach  self-denial  and  self-control  must  be  the 
constant  care  of  the  teacher.  Every  case  of  quarreling,  cruelty, 
fraud,  profanity  and  vulgarity,  should  be  made  the  occasion 
of  a  moral  lesson. 


XII.  MANNER 

Good  manners  are  intimately  connected  with  good  morals, 
and  teachers  should  improve  every  opportunity  to  teach  civility 
and  courtesy.  In  the  Primary  schools  teachers  should  give 
particular  instruction  in  the  common  rules  of  politeness.  The 
manners  of  children  in  their  intercourse  with  schoolmates 
should  receive  constant  attention.  The  position  of  the  pupil 


166    GENERAL  INSTRUCTIONS  TO  PRINCIPALS  AND  TEACHERS 

in  his  seat,  his  movements  in  and  out  of  the  room,  his  manner 
of  reciting,  should  all  be  carefully  noticed. 

No  teacher  can  expect  to  make  their  pupils  more  civil  or 
more  courteous  than  they  show  themselves  to  be.  In  dress 
and  in  manner,  they  must  be  what  they  would  have  their  pupils 
become. 


COURSES    OF    STUDY 

-OF    THE- 

HIGH    SCHOOLS 


Action  of  the  Board  of  Education 


At  a  meeting  of  the  Board  of  Education,  held  June  22, 
1892,  the  following  orders  were  passed : 

"1.  That*  book-keeping  and  music  be  stricken  from  the 
course  of  study  of  the  High  Schools. 

"  2.  That  drawing  in  the  High  Schools  be  made  elective 
by  pupils  instead  of  being  compulsory  upon  all. 

"  3.  That  the  course  in  mathematics  in  the  High  Schools 
be  limited  to  the  requirements  for  admission  to  the  State 
University  of  California. 

"4.  That  the  text-book  in  algebra' (Clark's)  in  the  High 
Schools  be  changed  to  Went  worth's." 

GEORGE   BEANSTON, 

Secretary. 

REQUIREMENTS    IN    MATHEMATICS    FOR    ADMISSION    TO    THE 
UNIVERSITY    OF    CALIFORNIA 

[From  the  Register  of  the  University,  1891.] 

"1.  ARITHMETIC — Including  the  metric  system.  The  tech- 
nical parts  of  Commercial  Arithmetic,  viz.:  banking,  profit 
and  loss,  commission,  taxes,  duties,  stocks,  insurance,  exchange 
and  average  of  payments,  are  not  insisted  on. 

167 


1  68     COURSES  OF  STUDY  OF  THE  HIGH  SCHOOLS 

"  2.  ALGEBRA.  —  (a)  To  Quadratic  Equations,  including  the 
various  methods  of  factoring,  the  theory  of  exponents,  integral 
and  fractional,  positive  and  negative,  the  calculus  of  radicals, 
ratio  and  proportion. 

(b)  Quadratic  Equations,  hoth  single  and  simultaneous, 
their  solution  and  their  theory,  including  all  the  recognized 
methods  of  solution  and  all  equations  reducible  to  the  quadratic 
form  ;  formation  of  equations  from  given  roots. 

"  3.  PLANE  GEOMETRY.  —  (a)  All  of  plane  geometry,  except 
the  metrical  properties  of  regular  polygons  and  the  measure- 
ment of  the  circle. 

(b)  The  general  properties  of  regular  polygons,  their  con- 
struction, perimeters  and  areas  ;  and  the  measurement  of  the 
circle,  including  the  different  methods  for  determining  the 
ratio  of  the  circumference  to  the  diameter. 

BOYS'    HIGH    SCHOOL 

OL-HSSIOHL-    OOURSE 

JWNIOR 


LATIN  ........  Inductive  Primer.    Csesar's  Gallic  War,  Book  I. 

Grammar  ;  Latin  at  sight  ;  Latin  composition. 

ENGLISH  .....  Bulfmch's  Age  of  Fable  ;  Longfellow's  Evan- 
geline  ;  Whittier's  Snow  Bound  ;  Scott's  Lady 
of  the  Lake  ;  Grammar  ;  Reading. 

MATHEMATICS.  Algebra.  • 

HISTORY  .....  Grecian  History,  seven  months;  Roman  His- 
tory, three  months. 

DRAWING  .....  Freehand. 

General  exercises  throughout  the  year. 


COURSES  OF  STUDY  OF  THE  HIGH  SCHOOLS      169 


TWIDDLE 

LATIN Caesar's  Gallic  War,  Books    II,  III,    and    IV  ; 

Cicero,   six    orations ;    Sight   Heading ;    Latin 

Composition. 
GREEK Introductory  Book  and  Grammar  ;  Xenophon's 

Anabasis,  Book  I ;  Greek  Composition. 

ENGLISH Alhambra  ;  The  Newcomes  ;  Rhetoric. 

MATHEMATICS  .  Plane  Geometry. 

HISTORY Roman     History,     five     months  ;      European 

Mediaeval  and  Modern,  five  months. 
DRAWING.  ,       .Instrumental. 


LATIN .(Elective  with   German)   Virgil's    ^Eneid,  six 

books  ;  Latin  Prosody ;  Sight  Reading ;  Latin 

Composition. 
GREEK Xenophon's  Anabasis,  Books   II,  III   and  IV  ; 

Homer's  Iliad,  Books  I  and  II;  Greek  Prosody; 

Sight  Reading;  Greek  Composition. 
ENGLISH Shakespeare's  Julius  Caesar  ;    Lowell's   Vision 

of     Sir     Launfal  ;    Addison's    Sir    Roger    de 

Coverley  ;  Review  of  Grammar. 
MATHEMATICS. Geometry,   limited    to    the    requirements   for 

admission   to    the    University    of    California ; 

Algebra  to  Quadratics. 
HISTORY  ....  .European  Mediaeval  and  Modern,  five  months  ; 

Civil  Government,  five  months. 
DRAWING..      .Instrumental. 


1 70     COURSES  OF  STUDY  OF  THE  HIGH  SCHOOLS 


I,ATIN  SCIENTIFIC  COURSE 


JUNIOR  YEAR 

LATIN Inductive  Primer.     Caesar's  Gallic  War,  Book 

I;    Grammar;    Sight  Reading;    Latin  Compo- 
sition. 

ENGLISH Bulfinch's  Age  of  Fables  ;  Evangeline  ;   Snow 

Bound  ;  Lady  of  the  Lake  ;  Grammar  ;  Reading. 

MATHEMATICS  .  Algebra. 

HISTORY Grecian  History,  seven  months;  Roman,  three 

months. 
DRAWING  .        .  Freehand. 


LATIN Caesar's  Gallic  War,  Books    II,    III  and  IV  ; 

Cicero,    six    orations  ;    Sight    Reading ;    Latin 
Composition. 

SCIENCE Physios. 

ENGLISH Alhambra  ;  Newcomes  ;  Visions  of  SirLaunfal; 

Sir  Roger  de  Coverley  ;  Merchant  of  Venice  ; 

Rhetoric. 

MATHEMATICS  .  Plane  Geometry. 
HISTORY Roman  History,  five  months  ;  European  Medi- 

aaval  and  Modern,  five  months. 

DRAWING.  .      .Instrumental. 


COURSES  OF  STUDY  OF  THE  HIGH  SCHOOLS      171 


SENIOR 


LATIN  .......  (Elective  with  German.)     Virgil's  JEneid,  six 

books  ;  Latin  Prosody  ;  Sight  Reading  ;  Latin 
Composition. 

SCIENCE  .......  (Elective  with  German.)     Chemistry. 

ENGLISH  .....  Shakespeare's  Julius  Csesar  ;  Hales'  Longer 
English  Poems  ;  Burke's  Speeches  on  America. 
and  Macauley's  Essay  on  Warren  Hastings. 
Review  of  Grammar. 

MATHEMATICS.  Geometry  limited  to  the  requirements  for 
admission  to  the  University  of  California  ; 
Algebra  through  Quadratics,  five  months. 

HISTORY  .....  European  MediaBval  and  Modern,  five  months; 

Civil  Government,  five  months. 
DRAWING..      .Instrumental. 


SCIENTIFIC  COURSE 


JUNIOR  YEAR 


ENGLISH.  ...  .  .  .  .  Bulfinch's  Age  of  Fable  ;  Longfellow's  Evange- 

line  ;  Whittier's  Snow  Bound ;  Scott's  Lady  of 
the  Lake  ;  Grammar  ;  Reading. 

MATHEMATICS  .  Algebra. 

GERMAN Grammar  and  Reading  ;  Conversation. 

SCIENCE Biology. 


172     COURSES   OF  STUDY  OF  THE  HIGH  SCHOOLS 

HISTORY Grecian  History,  seven  months  ;  Roman,  three 

Months. 

DRAWING Freehand. 

General  Exercises  throughout  the  year. 


MIDDLE  YEAR 

ENGLISH Irving's  Alhambra ;  Scott's  Lay  of  the  Last 

Minstrel  ;  Thackery's  Newcomes  ;  Lowell's 
Vision  of  Sir  Launfal  ;  Addison's  Sir  Roger 
de  Coverley ;  Shakespeare's  Merchant  of  Venice; 
Rhetoric. 

GERMAN Reading  and  Conversation. 

MATHEMATICS  .  Plane  Geometry  ;  Algebra  through  Logarithms. 

SCIENCE Physics. 

HISTORY Roman  History,  five  months  ;  European  Medi- 

seval  and  Modern,  five  months. 

DRAWING.  .       .Instrumental. 


SENIOR  YEAR 

ENGLISH Shakespeare's    Julius    Caesar  ;    Hales'    Longer 

English  Poems ;  Burke's  Speeches  on  America, 
and  Macaulay's  Essay  on  Warren  Hastings  ; 
Rhetoric  and  Grammar. 

MATHEMATICS  .  Plane  Geometry,  limited  to  the  requirements 
for  admission  to  the  University  of  California  ; 
Analytical  Geometry. 

SCIENCE Chemistry. 


COURSES   OF   STUDY  OF  THE  HIGH  SCHOOLS     173 

HISTORY European  Mediseval  and  Modern,  five  months  ; 

Civil  Government,  five  months. 

DRAWING.  ,       .Instrumental. 


LIST    OF    TEXT  =  BOOKS    FOR    HIGH   SCHOOL 

ENGLISH Whitney's    Essentials   of    English    Grammar  ; 

Kellogg's  Rhetoric  ;  Hales'  Longer  English 
Poems  ;  Burke's  Select  Works  by  Payne,  Vol. 
1  ;  Bulfinch's  Age  of  Fable. 

MATHEMATICS  .  Wentworth's  Algebra. 

LATIN Harper  and  Burgess'  Inductive  Latin  Primer  ; 

Harkriess'  Grammar  ;  Harkness'  Caesar  ;  Hark- 
ness'  Cicero ;  Allen  and  Greenough's  Virgil ; 
Collar's  Latin  Prose  Composition. 

GREEK White's    First   Lesson    in    Greek  ;    Goodwin's 

Greek  Grammar  ;  Goodwin's  Anabasis  ;  John- 
son's Homer's  Iliad  with  Blake's  Lexicon ; 
Jones'  Greek  Prose  Composition. 

SCIENCE Rattan's    Botany;    Colton's    Zoology ;    Gage's 

Physics  ;  Remsen's  Chemistry. 

HISTORY Myer's  Eastern  Nations  and   Greece  ;    Allen's 

History  of  the  Roman  People  ;  Myer's  Medi- 
eval and  Modern  History  ;  Fiske's  Civil  Gov- 
ernment of  the  United  States. 


174     COURSES   OF   STUDY  OF  THE  HIGH  SCHOOLS 


ENGLISH 


JUNIOR  YEAR 


GRAMMAR Logic  of  the  simple  sentence  and  development 

from  it  of  the  compound  and  the  complex 
sentence.  Study  of  the  relations  denoted  by 
prepositions  and  conjunctions  ;  special  study 
of  infinitives  and  participles. 

EXPRESSION.  .  .Transposition  of  words  and  explanation  of 
passages.  Anecdotes  to  be  told  from  supple- 
mentary reading.  Frequent  papers  on  narrative 
and  descriptive  subjects  chosen  from  the  litera- 
ture ;  monthly  essays  involving  definite  com- 
parative study  of  portions  of  text.  Paraphrasing, 
outlining  and  abstracting,  both  at  sight  and 
written.  Careful  attention  paid  to  punctuation 
in  all  written  work.  Systematic  study  of  per- 
sonal and  scenic  description.  Original  sketches. 

WORD  WORK  .  Use  of  dictionary  taught,  including  diacritical 
marks  and  sounds  of  letters.  Correct  pro- 
nunciation insisted  upon.  An  understanding 
of  all  terms  in  the  text  required;  special 
attention  given  to  words  recurring  with  differ- 
ent meaning,  and  to  discrimination  between  a 
word  and  its  nearest  synonym.  In  extending 
vocabulary,  regard  is  had  to  grouping  of  words 
based  on  meaning  and  etymology. 

GENERAL  Inculcate    clearness,   unity   and   directness   in 

DIRECTIONS,  sentence-structure.     Exposition  of  similes  and 


COURSES   OF  STUDY  OF  THE  HIGH  SCHOOLS     175 

metaphors.  Distinguish  between  poetry  and 
prose  in  object,  form  and  diction.  The  pupils 
should  be  introduced  to  the  attractions  of  good 
literature  ;  to  accomplish  this,  choice  selections 
from  the  literature  are  memorized,  and 
encouragement  is  given  to  read  more  of  the 
authors  taken  up,  and  to  individuals  to  con- 
tinue on  favorite  lines.  The  whole  question 
of  orderly  and  uniform  arrangement  of  written 
work  should  be  settled  during  this  year. 


YEAR 


RHETORIC Review  sentential  analysis,  and  give  attention  to 

special  constructions.  The  sentence  considered 
as  to  arrangement,  unity  and  variety.  Study 
paragraphing  and  sequence  of  sentences. 
Figures  of  Speech,  elements  and  qualities  of 
style,  as  given  in  rhetoric. 

EXPRESSION  .  .Abstract  of  text,  discussions  in  class  of  ques- 
tions suggested  by  the  literature,  and  five- 
minute  talks  on  general  subjects  previously 
assigned.  Review  narrative  and  descriptive 
composition  ;  introduce  character  sketches  and 
exposition. 

Give  attention  to  business  and  social  forms 
in  letter-writing.  Action  or  event  suggested, 
pupils  to  supply  motion ;  outline  of  plots. 
Argumentative  essays  upon  subjects  suggested 
by  literature  and  current  events. 

WORD  WORK  .Call  attention  to  English,  Latin,  Greek  and 
Norman-French  elements  in  diction.  Sys- 


176     COURSES   OF   STUDY  OF  THE  HIGH  SCHOOLS 

tematic  word-analysis,  and  grouping  of  words 
from  the  same  radical.  Discrimination  of 
synonyms.  Development  of  different  meanings 
in  the  word.  In  Sir  Roger  de  Coverley  call 
attention  to  those  words  that  differ  from  their 
present  meaning. 


SENIOR  YEAR 

RHETORIC Varieties  of  discourse.     Versification. 

GRAMMAR Comprehensive  review  of  structure  and  forms. 

Shakespearean  syntax. 

EXPRESSION  .  .Discussion  of  subjects  in  literature,  and  short 
talks  upon  matters  of  general  interest. 

Structural  analysis  of  poems.  Themes  in 
different  varieties  of  discourse  ;  special  atten- 
tion to  management  of  themes  in  argumentation 
and  persuasion. 

WORD  WORK  .  Careful  study  of  the  diction  of  an  author.  The 
derivation,  changes  in  meaning,  and  the  present 
use  of  important  words. 

GENERAL  Throughout  the  course  pupils  are  required  to 

DIRECTIONS. keep  a  corrected  list  of  words  misspelled  in  written 
work.  Regular  exercises  are  had  in  ortho- 
graphy from  list  of  words  selected  from  the 
literature  and  words  in  common  use. 

Record  of  daily  work  to  be  kept  in  small 
note-book  ;  larger  book  to  contain  specimens 
of  each  important  kind  of  work. 

A  systematic  course  of  reading,  arranged  to 
x     supplement    the    class   work,   and    to   awaken 
individual  interest  in  good  literature,  accom- 
panies the  work  of  each  year. 


COURSES  OF  STUDY  OF  THE  HIGH  SCHOOLS     177 


I,ATIN 


JUNIOR  YEAR 

CESAR'S  GALLIC  WAR,  Book  I. — Read  critically  the  last  three 
months.  Book  V,  20  pages  at  sight.  In 
connection  with  the  assigned  lesson,  daily 
work  is  given  on  the  blackboard  in  review  of 
forms,  modifications,  in  fact,  all  the  elementary 
work.  This,  with  a  short  weekly  written  exer- 
cise on  the  class  work,  holds  every  pupil 
accountable  for  a  certain  amount  of  work. 
Position  of  words  in  relation  to  emphasis  in 
the  Latin  sentence  taught.  Attention  called 
to  the  difference  in  use  of  common  synonymous 
words.  Csesar's  campaigns  closely  followed  on 
the  map. 

In  SIGHT  READING  pupils  trained  to  gather 
the  thought  from  the  Latin  order  of  words. 

HARKNESS'  LATIN  GRAMMAR  is  used  as  a  basis  for  refer- 
ence ;  but  pupils  are  early  trained  to  appre- 
ciate at  once  the  power  of  connecting  words 
and  the  relations  of  case-endings,  and  are 
expected  to  show  grammatical  construction 
in  their  translation,  so  far  as  it  is  compatible 
with  good  English. 

COLLAR'S  LATIN  PROSE  taken  up  on  the  completion  of  the 
Beginner's  Book,  and  carried  on  simultaneously 
with  Caesar.  The  Seven  King's  of  Rome  and 
Nepo's  Miltiades  are  completed  Junior  Year. 


178      COURSES  OF  STUDY  OF  THE  HIGH  SCHOOLS 

Plan  of  the  book  followed  as  regards  oral  and 
written  work,  all  oral  work  being  given  to  the 
class  with  closed  books.  Special  pains  taken 
to  have  the  Latin  idioms  ^distinguished,  under- 
stood and  imitated. 


YEAR 

CAESAR'S  GALLIC  WAR,  Books  II,  III  and  IV;  rest  of  Book 
V  and  Book  VI  at  sight.  (Portions  of  Nepo's 
may  be  substituted  for  the  Caesar  in  sight 
reading.)  Continuation  of  other  methods  used 
in  the  Junior  Year. 

CICERO — Six  orations ;  one  additional  oration  at  sight,  or 
sight  reading  from  Sallust's  Catiline.  Usual 
critical  work  on  text.  Careful  study  of  verb 
forms.  Contemporaneous  history ;  study  of 
author's  style  of  oratory  and  power  in  arrange- 
ment of  words  and  sentences.  Passages  com- 
mitted to  memory  and  delivered  in  the  original 
to  show  power  of  author.  Accustom  pupils  to 
get  the  thought  of  the  Latin  sentence  from  a 
running  survey.  Have  Latin  discourse  read 
to  the  class  to  cultivate  this  habit. 

COLLAR'S  LATIN  PROSE,  Parts  III  and  IV.  Method  of  work 
same  as  in  Junior  Year. 


SENIOR  YEAR 

VIRGIL'S    ^ENEID — Six   books.     Translation  at   sight    of   two 
books  of  the   ^Eneid,  or  all  the   Eclogue  ;    or 


COURSES  OF  STUDY  OF  THE  HIGH  SCHOOLS     179 

1,000  lines  of  Ovid.  Rules  of  scansion  and 
quantity.  Irregular  forms.  Grammatical  rules 
thoroughly  understood.  Knowledge  of  refer- 
ence in  text.  Power  of  accurate  and  elegant 
translation  cultivated.  Life  of  Virgil  and  con- 
temporaneous history.  Source  of  material  with 
a  good  idea  of  mythology.  Synonyms.  Figures 
of  speech.  Etymology.  Committing  to  memory 
passages  of  beauty  and  power,  and  cultivation 
of  ability  to  recognize  such  passages, 

COLLAR'S  LATIN  PROSE  completed  ;  additional  exercises  from 
other  Latin  Prose  Books  ;  Reviews  of  important 
parts  ;  Selections  from  various  authors  dictated 
in  idiomatic  English",  to  be  translated  into 
idiomatic  Latin. 


GREEK 

WHITE'S  GREEK  LESSONS  furnishes  the  material  for  elementary 
work  in  the  study  of  the  Greek  language.  The 
first  term  of  Middle  Year  is  devoted  to  a  careful 
study  of  this  text-book  and  to  such  supple- 
mentary practice  as  will  insure  a  thorough 
knowledge  of  forms.  The  acquirement  of  a 
vocabulary  and  a  study  of  the  order  of  words 
by  careful  reference  to  the  Greek  itself,  suffi- 
cient to  enable  the  pupil  to  translate  brief 
sentences  from  the  Greek  to  English  and  vice 
versa,  constitute  a  feature  of  this  term's  work. 
Simplified  selections  adopted  from  Xenophon 
are  given  near  the  close  of  the  term,  that  the 
transition  from  the  lessons  to  the  text  of  the 


i8o     COURSES  OF  STUDY  OF  THE  HIGH  SCHOOLS 

Anabasis  may  be  less  difficult.  During  the 
second  term  of  Middle  Year  the  first  book  of 
the  Anabasis  is  finished  and  Jones'  Greek  Prose 
Composition  begun.  Particular  attention  is 
now  given  to  the  syntax  and  structure  of  the 
sentence  and  to  development  of  accuracy  in 
translating  the  thought  of  the  author  into 
smooth,  idiomatic  English. 

Xenophon  is  the  author  to  be  studied  during 
the  first  term  of  Senior  Year.  The  class  will 
read  the  second,  third  and  fourth  books  of  the 
Anabasis  and  continue  Jones'  Composition. 
The  conditional  sentence  and  indirect  discourse 
are  now  more  critically  studied.  A  constant 
study  of  the  principal  parts  of  verbs,  peculiari- 
ties of  declension  and  the  syntax  of  the  grammar 
is  required.  The  last  term  of  Senior  Year  is 
devoted  to  the  study  of  the  Iliad  of  Homer. 
The  student  is  required  to  note  carefully  the 
forms  peculiar  to  the  Epic  dialect,  and  to  give 
the  corresponding  Attic  forms.  Scansion  is 
studied  and  due  attention  given  to  all  historical 
and  mythological  allusions  and  figures  of 
speech.  Exercises  in  sight  reading  are  given 
throughout  the  course  for  the  purpose  of 
developing  ease  and  fluency  in  translating.  It 
is  hoped  that  the  study  of  the  classics  will  not 
be  viewed  by  the  pupil  as  mere  mechanical 
labor,  but  that  such  an  interest  will  be  awakened 
that  "  the  brain  and  the  heart  will  work  with 
eye  and  ear,  intelligence  with  memory,  to 
develop  that  sense  of  power  which  is  one  of  the 
chief  sources  of  power  itself." 


COURSES  OF  STUDY  OF  THE  HIGH  SCHOOLS     181 


MATHEMATICS 


JUNIOR  YEAR 

ALGEBRA. — The  aim  of  the  work  in  the  Junior  Year  is  the 
acquirement  of  a  thorough  proficiency  in  deal- 
ing with  the  process  of  Elementary  Algebra. 
The  amount  of  work  to  be  performed  includes 
the  usual  fundamental  rules,  factoring,  H.  C.  F., 
L.  C.  M.,  fractions,  exponents  including  integral 
and  fractional,  positive  and  negative  exponents  ; 
involution,  evolution,  radicals  of  the  second, 
and  of  higher  degrees,  •  their  transformation 
and  the  operations  upon  them ;  imaginary 
quantities  of  the  second  degree  and  equations 
of  the  first  degree. 


PLANE  GEOMETRY. — The  object  of  the  work  in  Plane  Geometry 
during  the  Middle  Year,  is  the  study  of  plane 
figures,  their  properties,  constructions  and 
measurements,  the  development  of  the  reasoning 
faculties,  the  unhesitating,  accurate  application 
of  fundamental  principles,  the  investigation 
and  solution  of  supplementary  theorems  and 
problems,  and  to  show  the  mutual  dependence 
of  different  branches  of  mathematics. 

The   purely  geometrical  work  is  equivalent 
to  the  first  five  books  of  the  usual  text-books 


1 82     COURSES  OF  STUDY  OF  THE  HIGH  SCHOOLS 

on  this  subject,  and  together  with  the  supple- 
mentary work  in  algebraic  geometry  will  give 
the  pupil  a  thorough  and  comprehensive  work- 
ing knowledge  of  this  part  of  the  subject. 

In  order  that  the  pupil  may  acquire  special 
skill  in  the  solution  of  the  original  theorems, 
both  the  analytical  and  the  synthetical  methods 
of  demonstration  are  constantly  employed. 
The  pupil  is  encouraged  to  use  compasses  and 
rule  in  order  to  establish  for  himself  by  means 
of  observation  such  of  the  more  important 
geometrical  facts  as  are  in  constant  use.  The 
closest  attention  is  paid  to  the  enunciation  of 
theorem,  the  hypothesis,  and  the  conclusion, 
and  to  the  statement  of  the  converse.  All 
means  are  adopted  to  impress  upon  the  pupil 
the  absolute  necessity  of  strictly  logical  thought. 

The  thorough  comprehension  of  a  theorem 
is  secured  by  the  removal,  if  possible,  of  exist- 
ing restrictions  in  the  statement,  or  in  the 
conditions  assumed.  The  mutual  dependence 
of  different  branches  of  mathematics,  is  made 
clear  by  the  algebraic  solution  and  discussion 
of  carefully  selected  geometrical  problems. 
Throughout  the  course  careful  attention  is  paid 
to  practical  applications  of  the  subject  in 
architecture,  engineering  and  mechanics. 


SCIENTIFIC  COURSE 

ALGEBRA. — Aside  from  the  mental  discipline  to  be  derived 
from  the  course,  a  solid  foundation  is  laid  for 
the  subsequent  mathematical  work  of  the  pupil; 


COURSES  OF  STUDY  OF  THE  HIGH  SCHOOLS      183 

special  care  beiug  devoted  to  those  who  intend 
to  pursue  mathematical  lines  of  study. 


SENIOR  YEAR 


ClyASSICAI,  AND  I,ATIN  SCIENTIFIC  COURSES 

ALGEBRA. — The  purpose,  amount  and  method  of  the  work 
during  the  senior  year  are  the  same  as  indicated 
for  the  scientific  students  in  the  mi4dle  year. 

REVIEW  OF  PLANE  GEOMETRY. 


SCIENCE 

BIOLOGY. — The  work  in  Biology  consists  of  Zoology,  including 
some  comparative  Physiology  and  Botany.  The 
work  of  Zoology  is  entirely  practical  and 
intended  to  develop  the  power  of  close  observa- 
tion. Some  of  the  smaller  animals  are  put  into 
the  hands  of  the  pupils,  and  under  the  direction 
of  the  teacher  the  pupils  are  required  to  make 
their  own  dissections  and  drawings,  taking  full 
notes  of  what  they  see  themselves,  not  of  what 
they  can  learn  from  other  sources.  These  notes 
are  afterwards  expanded  into  a  full  description 
of  the  animal  studied.  The  only  assistance 
given  by  the  teacher  is  in  the  way  of  systema- 


1 84     COURSES  OF  STUDY  OF  THE  HIGH  SCHOOLS 

tizing  the  work  and  furnishing  such  technical 
terms  as  may  be  necessary.  No  attempt  is  made 
to  teach  the  classification  of  animals  other  than 
by  resemblances  and  differences  which  the  pupils 
themselves  can  recognize.  For  illustrations  in 
Physiology,  the  school  possesses  White's  Physi- 
ological Manikin  and  two  sets  of  wall  charts. 
In  Botany  no  text-book  is  used,  except  for  the 
purpose  of  classification,  and  no  attempt  made 
to  teach  structural  botany,  or  any  part  of  it, 
except  as  necessarily  incidental  to  the  classifi- 
cation of  the  plants  studied.  The  object  aimed 
at  in  the  exercise  is  not  to  teach  as  much  as 
practicable  about  plants,  but  to  diminish  the 
influence  of  the  memorizing  habit,  change 
pupils'  views  of  the  purpose  of  text-books  and 
increase  the  natural  liking  for  direct  methods 
of  study. 

The  collection  of  plants  is  all  done  by  the 
pupils.  In  the  time  allowed,  about  fifty  species 
are  studied. 

PHYSICS. — In  Physics  the  pupils  perform  about  two  hundred 
and  fifty  of  the  experiments  suggested  in  the 
text-book.  An  experiment  is  assigned  to  each 
scholar,  and  he  is  expected  to  make  the  neces- 
sary preparations  out  of  school  hours  and  to 
perform  the  experiment  in  recitation,  making 
such  explanations  as  may  be  necessary  to  show 
its  purport.  Each  scholar  also  has  an  oppor- 
tunity to  perform  a  few  simple  experiments 
calling  for  quantitative  results  in  the  laboratory. 
These  experiments  have  been  shown  to  the  class 
in  recitation  by  some  pupil.  But  most  scholars 
need  to  do  the  work  themselves  in  such  subjects 


COURSES  OF  STUDY  OF  THE  HIGH  SCHOOLS    185 

as  specific  gravity,  accelerated  motion,  the  pen- 
dulum and  heat. 

CHEMISTRY. — In  chemistry  the  scholars  perform  in  recitation 
about  two  hundred  experiments  suggested  by 
the  text-book.  The  place  of  assignment  being 
like  that  used  in  Physics,  about  one-half  of  these 
are  selected  for  laboratory  work.  These  are 
divided  into  groups  convenient  for  one  day's 
work,  and  each  scholar  assigned  days  for  per- 
forming them.  In  this  part  of  the  course  two 
scholars  work  together,  but  are  expected  to  write 
their  notes  independently  of  each  other.  After 
the  conclusion  of  this  part  of  the  work  the 
scholars  analyze  (qualitatively)  as  many  solu- 
tions, etc.,  as  the  time  remaining  may  allow — 
perhaps  about  twenty. 

During  school  hours  each  pupil  is  required 
to  work  in  the  laboratory  one  hour  and  a  half 
each  week,  and  the  laboratory  is  open  two  hours 
every  school  day,  out  of  school  hours,  as  the 
time  allotted  during  session  hours  is  found 
quite  insufficient  for  the  work. 


HISTORY 

OUTLINE  OF  WORK 

JUNIOR  YEAR. — For  the  first  seven  months  the  study  of  Greece 
from  the  earliest  times  to  the  break-up  of  the 
Alexandrian  empire  ;  for  the  last  three  months 
the  history  of  Rome  to  the  struggle  with  Han- 
nibal. Methods  of  study  are  carefully  perfected 
in  this  year.  The'leading  features  brought  out 


1 86     COURSES  OF  STUDY  OF  THE  HIGH  SCHOOLS 

in  the  study  of  Greece  are  the  position  of  Greece 
with  respect  to  ancient  civilization,  enough  work 
being  done  on  Egypt,  Phoanicia  and  the  East  to 
give  a  background  to  Hellenic  development ; 
the  qualities  of  Greek  genius  estimated  through 
its  great  work  in  art,  literature  and  in  the 
defence  of  liberty  ;  the  character  and  influence 
of  leading  men  ;  and  the  characteristics  of 
domestic  life.  Careful  study  is  made  of  the 
institutions  that  illustrate  the  Greek  city-state 
in  internal  organization  and  outside  relations. 
The  beginning  made  in  the  history  of  Rome 
brings  out  the  geographical  features  of  Italy, 
the  relative  positions  of  the  races  competing 
for  mastery,  the  advantage  of  the  Roman  city 
in  position  and  organization  leading  to  early 
supremacy,  the  development  from  the  monarchy 
into  the  republican  city  and  the  extension  of  its 
dominion  over  peninsular  Italy  and  the  adjacent 
sea  and  islands. 

MIDDLE  YEAR — FIRST  TERM. — Study  of  Rome  to  the  disso- 
lution of  the  Empire.  The  leading  features 
brought  out  are  the  struggle  with  Carthage 
leading  to  the  occupation  of  Spain,  retaliation 
on  eastern  kingdoms  and  alliances  with  smaller 
states  ;  contact  of  Romans  with  the  Hellenic 
world,  resulting  in  the  translating  of  Greek 
ideas  to  Italy  and  the  pacification  of  the  Eastern 
region  under  Roman  power  ;  the  development 
of  the  provincial  system  leading  to  new  aristo- 
cractic  elements  and  the  decay  of  the  peasant 
burgesses,  disorder  and  civil  strife;  the  changes 
in  the  military  system  ;  the  collapse  of  the 
Republican  administration  and  improvement 


COURSES  OF  STUDY  OF  THE  HIGH  SCHOOLS      187 

made  through  the  intervention  of  Caesar  and 
the  establishment  of  the  empire.  Thorough 
study  of  the  empire  is  made  as  the  outcome  of 
previous  organizations  and  the  last  and  greatest 
work  of  antiquity.  Attention  is  given  to  the 
productions  of  the  Romans  in  literature,  and 
relations  to  Greek  Literature  are  traced. 

SECOND  TERM. — Europe  in  the  middle  ages.  This  work 
includes  inquiry  into  the  condition  and  quali- 
ties of  the  Germanic  tribes,  mapping  out  of  their 
great  migration,  their  Christianizing  and  set- 
tlements within  the  empire  ;  the  alliance  of 
the  Franks  with  Home  ;  the  extension  of 
Mohammedanism  and  its  defeat  in  the  west ; 
the  careful  study  of  the  empire  of  Charles  the 
Great ;  migration  of  Scandinavians  leading  to 
new  elements  in  the  growing  kingdom  ;  the 
rise  of  feudal  organizations  ;  the  crusades 
leading  to  new  activities,  and  the  formation  of 
distinctly  national  Governments  in  the  West. 

SENIOR  YEAR — FIRST  TERM. — Modern  European  history.  As 
the  field  of  study  broadens,  attention  is  cen- 
tered 011  the  leading  national  developments. 
The  study  includes  the  revival  of  learning 
closely  observed  ;  western  advancement  through 
geographical  discovery  and  new  avenues  of 
commerce ;  the  decline  of  feudal  organization 
leading  to  centralized  kingdoms ;  the  ascend- 
ancy of  Spain  and  the  Empire  of  Charles  the 
Fifth ;  the  religious  wars ;  the  decline  of  the 
Germanic  Empire  completed  with  the  Thirty 
Years'  War;  the  leadership  of  France  under 


1 88     COURSES  OF  STUDY  OF  THE  HIGH  SCHOOLS 

absolutism ;  the  defeat  of  absolutism  in  Eng- 
land ;  the  rivalry  of  Prussia  and  Austria ;  the 
political  changes  introduced  by  the  French 
Revolution  and  some  inquiry  into  the  new 
problems  set  by  the  material  advancement  of 
the  present  century. 

SECOND  TERM. — Study  of  Government  of  the  United  States  ; 
commenced  with  the  simplest  local  organiza- 
tions and  including  City,  County,  State  and 
Federal  Institutions  with  a  view  towards  origin, 
objects  and  mere  practical  relation.  The  forms 
and  the  scope  of  State  law  are  studied,  and 
also  some  features  of  the  State  Constitution. 
Thorough  study  is  made  of  the  Federal  Con- 
stitution, and  as  much  of  its  history  taken  up 
as  the  time  may  permit. 


GENERAI,  PURPOSES 

The  aims  of  the  department  are  to  enable  pupils  to  acquire 
sufficient  information  regarding  the  nations  studied  for  an 
appreciation  of  their  historic  development ;  to  give  acquaint- 
ance with  the  main  sources  of  historical  knowledge  and  an 
idea  of  the  field  of  historical  literature  in  English  ;  and  to 
train  pupils  to  reduce  historical  events  to  their  underlying 
causes. 

METHODS. — A  text-book  is  placed  in  the  pupil's  hands  to 
supply  the  facts  of  information.  Work  is 
assigned  by  definite  subjects  or  questions. 
Collateral  references  extend  the  view  and  correct 
impressions.  Original  material  is  introduced 


COURSES  OF  STUDY  OF  THE  HIGH  SCHOOLS      189 

through  print  and  dictation,  and  is  made  the 
basis  of  individual  judgment.  Recitation  tests 
the  accuracy  and  fullness  of  the  pupil's  infor- 
mation and  trains  him  in  clearness  of  conception 
and  thought.  Periods  are  reviewed  according 
to  written  form  designed  to  help  in  power  to 
generalize.  A  note-book  is  kept  in  whicji  are 
preserved  the  most  valuable  papers  of  the 
pupils'  own  production,  as  typical  views,  maps 
showing  special  features  and  some  of  the 
results  of  collateral  reading. 


DRAWING 


The  work  in  drawing,   besides    furnishing  an  excellent 
course  in  itself,  directly  supplements  the  Mathematical  work. 


JUNIOR   YEAR 

FREEHAND  DRAWING. — One  view,  drawing  of  models. 
Projections  of  simple  objects. 
Isometric  projections  of  simple  objects. 


MIDDLE  YEAR 

INSTRUMENTAL  DRAWING. — Geometrical  problems.  Projec- 
tions, with  paper  developments.  Drawings  in 
architecture  and 


1 90     COURSES  OF  STUDY  OF  THE  HIGH  SCHOOLS 


SENIOR  YEAR 

INSTRUMENTAL  DRAWING. — Sketching  in  projections  of  struc- 
tures. Making  of  plans  and  elevations  from 
sketches.  Working  drawings  of  structures, 
buildings,  machines,  etc.  Perspective. 

GENERAI,  RUI,ES 

STUDY. — At  least  one  hour  a  day  shall  be  set  apart  for  study 
in  school. 

"  SEC.  133.  In  High  Schools,  Principals  must  direct  the 
heads  of  departments,  and  other  department  teachers,  to  so 
assign  lessons  in  their  respective  departments  that  the  total 
time  required  for  home  study  by  pupils  of  average  ability 
shall  not  exceed  three  and  a  half  hours  daily." 

— Rules  of  the  Board. 

DRAWING. — At  least  one  hour  a  week  shall  be  set  apart  for 
drawing  in  school,  and  more  than  that  time 
may  be  taken  if  the  Principal  of  the  school  can 
arrange  to  allow  it. 

The  course  in  drawing  shall  be  under  the 
direction  of  a  special  teacher  in  drawing. 
(Drawing  elective  by  pupils.) 

PHYSICAL  CULTURE. — In  the  Boys'  High  School  military  drill 
shall  be  a  part  of  the  training  in  physical 
culture. 

'  In  the  Girls'  High  School,  instruction  shall 
be  given  in  light  gymnastics  by  a  special 
teacher  in  physical  culture. 

GENERAL  EXERCISES  throughout  the  year. 

ELOCUTION  in  Girls'  High   School  one  lesson  a* month. 


BOYS'    HIGH   SCHOOL 


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192     COURSES  OF  STUDY  OF  THE  HIGH  SCHOOLS 


GIRLS'  HIGH  SCHOOL 


CIvASSICAI,  COURSE 


JUNIOR 


LATIN  ........  Inductive    Primer,   Caesar's  Gallic  War  Books 

5  times  a  week   III  and  IV,  and  Latin  Composition.     Also  Sight 
Reading. 

ENGLISH  .......  Lady  of  the    Lake,  Snow    Bound,  Evangeline, 

5  times  a  week   Bulfmch's  Age  of  Fable. 

HISTORY  ......  Grecian    during   the  first   seven    months,  and 

3  times  a  week   Roman  the  last  three  months. 

MATHEMATICS  .  Algebra  to  Fractional  Equations. 

4  times  a  week 

SCIENCE  (opt.).Botany,  no  home  study. 
Twice  a  week 


LATIN Books  I  and  II  of  Caesar's  Gallic  War,  Six  Ora- 

Stimesaweek^  tions  of  Cicero,  and  Latin  Composition.     Sight 
Reading. 


COURSES  OF  STUDY  OF  THE  HIGH  SCHOOLS     193 

GREEK. Greek  Lessons,  Book  I  of  Xenophon's  Anabasis, 

5  times  a  week   and  Greek  Composition. 
ENGLISH Alhambra,    Newcomes,   Merchant    of    Venice, 

3  times  a  week   Rhetoric. 
HISTORY Roman,  first  half,  European  Mediaeval,  last  half. 

3  times  a  week 

MATHEMATICS  .  Plane  Geometry.     2  books.     Algebra  to  Quad- 

4  times  a  week   f  atics. 


SENIOR 


LATIN  .......  Six   Books   of  the  ^Eneid    with    Prosody,  and 

5  times  a  week   Latin  Composition.     Sight  Reading. 
GREEK  .......  Books  II,  III  and  IV  of  the  Anabasis,  Books  I 

5  times  a  week   and  II    of  the  Iliad,  and    Greek  Composition. 

Sight  Reading. 
ENGLISH  .......  Julius  Csesar,  Lowell's  Vision  of  Sir  Launfal, 

3  times  a  week   and  Addison's  Sir  Roger  de  Coverley.    Grammar 

Review. 
HISTORY  .......  European  Modern,  first  half  ;  Civil  Government, 

3  times  a  week   second  half. 

MATHEMATICS  .  Plane  Geometry,  3d,  4th  and  5th  Books.     Alge- 

4  times  a  week   bra  completed  . 


I,ATIN  SCIENTIFIC  COURSE 

JUNIOR    YEAR 

LATIN Inductive  Primer,  Books  I  and  II   of  Csesar's 


194     COURSES  OF  STUDY  OF  THE  HIGH  SCHOOLS 

5  times  a  week   Gallic  War  and  Latin  Composition.     Also  Sight 

Reading. 

MATHEMATICS  .  Algebra  to  Fractional  Equations. 
4,  times  a  week 

ENGLISH Lady  of  the  Lake,  Lay  of  the   Last  Minstrel, 

5  times  a  week    Snow  Bound,  Evangeline,    Bulfinch's   Age    of 
Fable.     Grammar.     Reading. 

HISTORY Grecian   during  the   first   seven    months,  and 

3  times  a  week   Roman  the  last  three  months. 
SCIENCE  (opt.). Botany,  no  home  study. 

Twice  a  week 
DRAWING.  .    .  .elective. 


YEAR 

LATIN Books  I  and  II  of  Csesar's  Gallic  War,  Six  Ora- 

5  times  a  week   tions  of  Cicero  and  Latin  Composition.     Sight 
Reading. 

SCIENCE Physics. 

4  times  a  week 

MATHEMATICS  . Plane  Geometry,  2  Books.     Algebra  to  Quad- 
4  times  a  week   ratics. 
ENGLISH  .....  Merchant  of  Venice,  Newcomes,  Sir  Roger  de 

4  times  a  week   Coverley,  Alhambra,  and  Julius  Caesar.  Rhetoric. 
HISTORY.  ... .  .  .Roman,  first  half ;  European  Mediaeval,  second 

3  times  a  week   half. 

DRAWING Freehand  elective. 

Once  a  week 


SENIOR  YEAR 

LATIN  . Six   books   of  the   JEneid   with  Prosody,  and 


COURSES  OF  STUDY  OF  THE  HIGH  SCHOOLS      195 

5  times  a  week.  Latin  Composition.  Sight  Reading  one  period 
a  week. 

Science Chemistry 

4  times  a  week 

MATHEMATICS  .  Plane    Geometry  3d,  4th  and    5th  Books  first 

4timesaweek   half;  Algebra  completed. 

ENGLISH Hales'  Longer    English  poems,    Vision   of    Sir 

4  times  a  week.  Launfal,  Burke's  Speeches  on  America,  and 
Macaulay's  Essay  on  Warren  Hastings.  Rhe- 
toric and  review  of  Grammar. 

HISTORY European  Modern,  first  half;  Civil  Government, 

3  times  a  week    second  half. 


SCIENTIFIC  COURSE 


JUNIOR   YEAR 

SCIENCE Zoology  and  Botany. 

4  times  a  week 

MATHEMATICS  .  Algebra  to  Fractional  Equations. 

4  times  a  week 

ENGLISH Lady  of  the  Lake  and  Lay  of  the  Last  Minstrel, 

5  times  a  week    Snow   Bound,   Evangeline,   Bulfinch's    Age   of 

Fable. 

HISTORY Grecian,  during  first  seven  months  ;    Roman, 

3  times  a  week   the  last  three  months. 


SCIENCE Physics. 

4  times  a  week 


196     COURSES  OF  STUDY  OF  THE  HIGH  SCHOOLS 

MATHEMATICS  .  Plane  Geometry,  2  books  ;  Algebra  to  Quadratic 

5  times  a  week    Equations. 
ENGLISH Merchant  of  Venice  ;  Newcomes  ;  Sir  Roger  de 

5  times  a  week    Coverley  ;  Alhambra  ;  Julius  Caesar ;  Vision  of 

Sir  Launfal ;  Rhetoric. 
HISTORY  ....   Roman,   first  half ;    European    Mediaeval,  last 

4  times  a  week   half. 


SENIOR  YEAR 

SCIENCE Chemistry. 

4  times  a  week 

MATHEMATICS  .  Plane  Geometry,"  3d,  4th  and  5th  books,  and 

5  times  a  week  Algebra,  Completed. 

ENGLISH Hale's  Longer  English  Poems,  Vision  of  Sir 

5  times  a  week  Launfal,  Burke's  Speeches  on  America,  and 
Macaulay's  Essay  on  Warren  Hastings.  Rhet- 
oric and  Grammar. 

HISTORY European  Modern,  first  half  ;  Civil  Government, 

4  times  a  week  second  half. 


LIST    OF    TEXT- BOOKS    FOR   HIGH   SCHOOL 

ENGLISH Whitney's    Essentials   of    English    Grammar  ; 

Kellogg's    Rhetoric  ;    Hales'    Longer    English 
Poems  ;  Burke's  Select  Works  by  Payne,  Vol. 
.     1 ;  Bulfinch's  Age  of  Fable. 

MATHEMATICS. Wentworth's  Algebra. 

LATIN Harper  and  Burgess'  Inductive  Latin  Primer  ; 

Harkness'  Grammar  ;  Harkness'  Caesar  ;  Hark- 


COURSES  OF  STUDY  OF  THE  HIGH  SCHOOLS      197 

ness'  Cicero  ;  Allen  and  Greenough's  Virgil ; 
Collar's  Latin  Prose  Composition. 

GREEK. White's    First   Lesson    in    Greek;    Goodwin's 

Greek  Grammar  ;  Goodwin's  Anabasis  ;  John- 
son's Homer's  Iliad  with  Blake's  Lexicon ; 
Jones'  Greek  Prose  Composition. 

SCIENCE Rattan's    Botany;    Colton's    Zoology ;    Gage's 

Physics  ;  Remsen's  Chemistry. 

HISTORY Myer's  Eastern  Nations  and   Greece  ;   Allen's 

History  of  the  Roman  People  ;  Myer's  Medi- 
aeval and  Modern  History  ;  Fiske's  Civil  Gov- 
ernment of  the  United  States. 


NORMAL  DEPARTMENT 

I.  Methods  of  Teaching. 

II.  Elementary  Science,  including  Entomology. 

III.  Lessons  on  the  San  Francisco  Course  of  Study. 

IV.  Methods  in  Arithmetic,  Grammar  and  Composition. 
V.  Freehand  Drawing. 

VI.     Kindergarten  Work. 
VII.     Light  Gymnastics. 
VIII.     Psychology — Gordy. 

IX.     Practice   in   teaching   as  a  student  teacher  in  the 
public  schools  four  months  in  the  year. 


198  GIRLS'  HIGH  SCHOOL 


METHODS  OF  INSTRUCTION  ARRANGED  BY  DEPARTMENTS 


SCIENCE 

BIOLOGY. — The  student  is  encouraged  to  apply  what  he  has 
previously  learned  of  the  subject  in  the 
grammar  school,  in  making  and  recording 
observations,  not  only  upon  his  own  eye,  ear, 
mouth,  etc.,  but  also  upon  the  brain,  stomach 
and  other  internal  organs  of  animals  that  can 
be  obtained  from  the  market  in  sufficient 
quantities  for  individual  work.  The  relation 
of  the  various  organs  to  each  other  is  shown 
by  means  of  an  Auzoux  manikin. 

ZOOLOGY. — Specimens  of  sponge  and  corals,  starfishes,  sea 
urchins,  earth  worms,  clams,  oysters,  mussels, 
abalone  shells,  shrimps,  sand  crabs,  grass- 
hoppers, flies,  tree  toads  and  sardines  or  smelts, 
were  put  into  the  hands  of  each  of  the  students 
this  year,  and  they  were  required  to  make 
drawings  and  write  descriptions  of  what  they 
had  themselves  observed  while  in  the  laboratory. 

The  observations  and  notes  made  upon  the 
above  typical  animals  under  each  group  were 
employed  in  giving  the  students  an  idea  of  the 
whole  animal  kingdom.  To  acquaint  the 
students  with  a  greater  variety  of  forms,  visits 
are  made  to  the  museum  of  the  Academy  of 
Science  from  time  to  time. 

BOTANY. — The    students    study    leaves,    stems,    buds,    roots, 


GIRLS'  HIGH  SCHOOL 199 

flowers,  etc.,  until  they  become  fairly  acquainted 
with  the  gross  anatomy  of  the  higher  plants, 
and  have  acquired  some  power  in  the  direction 
of  observation,  discrimination,  comparison  and 
botanical  terminology.  To  encourage  closer 
observation  and  to  ascertain  how  much  has 
been  accomplished  in  this  direction,  much  is 
made  of  drawing  and  something  of  coloring. 
Aside  from  the  regular  class  work,  each  student 
undertakes  the  life  history  of  some  plant  or 
some  other  botanical  subject,  the  teacher  put- 
ting such  questions  as  will  encourage  her  to 
investigate  and  experiment  by  herself.  Thus 
far,  the  plants  studied  have  been  raised  at 
home,  but  there  will  be  sufficient  space  for  a 
botanical  garden  in  the  grounds  of  our  new 
high  school.  About  ten  weeks  are  given  to  the 
study  of  the  plant  relations,  i.  e.,  classification. 
Botanical  excursions  are  made  to  gather 
material  and  to  study  the  habitats  of  plants. 
The  Phanerogamia  receive  most  attention,  but 
to  give  a  more  comprehensive  view  of  the  plant 
world,  a  chlorophyll  and  a  non-chlorophyll- 
bearing  plant,  under  each  of  the  six  lower 
divisions,  is  selected  for  study.  The  pupils 
examine  these  under  the  microscope  and  learn 
their  structure  and  peculiarities.  In  this  con- 
nection, the  teacher  explains  the  minute 
anatomy  and  physiology  and  some  of  the 
simpler  chemical  and  physical  changes  that  take 
place  in  the  process  of  growth. 

PHYSICS. — General  aims.  1.  To  impart  information  regard- 
ing the  fundamental  principles  of  the  subject 
and  their  familiar  applications.  2.  To  lead 


200  GIRLS'  HIGH  SCHOOL 

pupils  to  observe  phenomena,  to  draw  deduc- 
tions and  to  express  the  results  of  their  work 
clearly  and  accurately.  The  students  work  an 
hour  and  a  half  in  the  laboratory  each  week. 
The  collective  system  of  conducting  laboratory 
work  is  generally  found  more  satisfactory  in 
that  the  teacher  directs  all  at  once.  The 
pupils  work  and  write  out  about  forty  experi- 
ments, mainly  on  the  subjects  suggested  in  the 
pamphlet  sent  out  by  the  Harvard  University 
for  the  use  of  teachers  preparing  students  for 
the  entrance  examination  in  Physics.  These 
experiments  are  somewhat  modified,  and  the 
pupils  are  furnished  with  hektographic  copies. 
Under  each  subject,  the  laboratory  work  pre- 
cedes the  text-book  study,  and  this  is  made  the 
basis  of  the  introductory  class  work. 

To  encourage  independence,  the  separate 
system  is  employed  in  doing  many  of  the  two 
hundred  and  fifty  experiments  laid  down  in 
the  text-book,  the  pupils  taking  turns  in  pre- 
senting them  before  the  class. 

CHEMISTRY. — The  pupils  work  in  the  laboratory  an  hour  and  a 
half  each  week. 

In  addition  to  the  work  in  general  chemistry, 
sufficient  practice  is  given  in  qualitative 
analysis  to  enable  the  pupil  to  detect  the 
metals  and  acids  present  in  a  simple  unknown 
solution. 

On  account  of  their  industrial  importance  in 
this  State,  several  metals  receive  special  atten- 
tion, and  the  pupils  visit  the  mining  bureau  to 
become  acquainted  with  the  ores  of  such 
metals.  The  pupils  are  also  taken  to  the  gas 


GIRLS'  HIGH  SCHOOL 201 

and  chemical  works  that  they  may  see  how 
chemical  operations  are  conducted  on  a  large 
scale. 

MATHEMATICS 

The  first  object  in  the  wrork  in  Mathematics  is  to  give  pupils 
who  will  be  confined  to  elementary  courses  in 
Algebra  and  Geometry  the  mental  discipline 
and  the  practical  knowledge  which  these  sub- 
jects afford. 

The  second  object  is  to  lay  a  solid  foundation 
for  advanced  work  in  Mathematics. 

JUNIOR  YEAR 

In  connection  with  Algebra,  the  corresponding  topics  of 
Arithmetic  are  reviewed,  to  lead  the  pupils  to 
see  that  Elementary  Algebra  is  generalized 
Arithmetic. 

Exercises  in  Mental  Algebra  are  given  to 
strengthen  the  power  of  attention,  and  to 
secure  rapidity  of  mental  work. 

While  such  deductions  and  explanations  are 
required  as  will  enable  the  pupils  to  under- 
stand the  different  topics  and  to  acquire 
methods  of  reasoning,  the  special  aim  of  the 
course  in  Algebra  in  the  Junior  Class  is  to  train 
the  pupils  in  rapid  and  accurate  work. 

PLANE  GEOMETRY. — The  subject  of  Plane  Geometry  is  com- 
menced without  the  use  of  the  text-book,  by 
the  development  method,  through  which  the 
pupil  is  led  to  state  and  demonstrate  the  first 
theorems. 

While  the  text-book  work  cultivates  habits 
of  exact  reasoning  and  precision  and  clearness 


202  GIRLS'  HIGH  SCHOOL 

of  expression,  the  greater  and  the  more  import- 
ant part  of  the  work  of  Plane  Geometry  is  in 
the  exercises  for  original  demonstration,  and 
in  the  impromptu  exercises.  These  exercises 
cultivate  the  power  of  observation  as  well  as 
that  of  sustained  and  independent  reasoning. 

The  method  of  attacking  the  Exercises  by 
Analysis  is  taught  as  early  as  possible. 

Subjects  are  assigned  for  special  investiga- 
tion. Much  work  is  done  in  discussion,  in 
generalization,  in  the  application  of  algebraic 
analysis  to  the  solution  of  problems,  and  in 
the  geometric  construction  of  algebraic  expres- 
sions. 

ALGEBRA 

A  review  of  the  work  in  Algebra  of  the  Junior  year,  supple- 
mented by  discussions  of  the  following  subjects: 
The  laws  of  operation ;  factoring,  especially  as 
applied  to  the  solution  of  equations  ;  the  theory 
of  exponents  ;  the  binomial  theorem  ;  surds 
and  imaginaries.  Quadratic  equations,  both 
single  and  simultaneous  ;  their  solutions  and 
properties.  Composition  of  the  quadratic 
equation.  Equations  reducible  to  the  quad- 
ratic form.  Ratio  and  proportion. 

I,ATIN 


JUNIOR  YEAR 

COLLAR'S  LATIN  PROSE. — Twenty  lessons  devoted  to  reading 
the    Seven    Kings    of    Rome ;    accompanying 


GIRLS'  HIGH  SCHOOL  203 

Dicenda  given  daily.  Acquaintance  with  sim- 
ple Latin  prose  desirable  before  attempting 
any  written  composition.  Pupils  taught  to 
translate  by  phrases  instead  of  by  single  words, 
and  required  to  reproduce  Latin  idioms  orally, 
English  equivalents  given. 

GALLIC  WAR,  Books  III  and  IV,  read  carefully  during 
the  last  four  months.  Thorough  drill  upon 
fundamental  principles  in  syntax  and  constant 
review  in  inflections.  Peculiarities  of  diction 
and  sentence  structure  noted.  Attention  called 
to  difference  in  use  of  synonyms.  Occasional 
dictation  exercises  in  Latin .  Five  to  ten  minutes 
given  daily  to  review  in  reading  without  trans- 
lation, for  the  purpose  of  understanding  the 
spirit  of  the  Latin  language.  In  connection 
with  review,  exercises  in  written  composition 
daily  for  practice  in  Latin  construction,  observ- 
ing carefully  order  of  words.  As  pupils 
advance,  a  great  many  selections  in  Collar's 
Latin  Prose  read  at  sight  with  comparative  ease. 

HARKNESS'  LATIN  GRAMMAR  used  as  text-book  in  connection 
with  Csesar. 


YEAR 


CAESAR'S  GALLIC  WAR,  Books  I  and  II  ;  Book  V  at  sight.  Plan 
commenced  in  Junior  Year  with  regard  to  syn- 
tax continued.  Drill  in  changing  indirect  to 
direct  discourse  and  vice  versa  based  on  text  of 
Caesar. 

CICERO.  —  Four  Catilinian  Orations,  Maiiilian  Law  and  Archias 


2o4 GIRLS'  HIGH  SCHOOL     • 

studied  on  same  lines  laid  down  for  Caesar. 
Special  attention  to  oratorical  style  and  arrange- 
ment. Author's  life  and  contemporaneous  his- 
tory. Passages  committed  to  memory.  One 
oration  at  sight.  Frequent  reading  of  the  orig- 
inal. 

COLLAR'S  LATIN  PROSE,  Parts  III  and  IV,  with  supplementary 
work  from  Daniell.  Particular  effort  made  to 
have  pupils  readily  reproduce  English  sentences 
into  idiomatic  Latin.  Constant  drill  in  oral 
and  written  composition  with  attention  to  con- 
tinuous discourse. 


SENIOR 


VIRGIL'S  J^NEID.  First  six  books.  Translation  of  the  Eclogues 
at  sight,  also  of  miscellaneous  prose  selections. 

Work  continued  in  directions  already  indicated 
with  special  attention  to  irregular  forms  and 
etymology.  Rules  of  quantity  and  scansion 
with  constant  reading  of  the  Latin  to  accustom 
pupils  to  the  classical  rhythm.  Poetical  style 
studied  and  compared  with  prose  style  of  Cicero 
and  Ca3sar  with  special  reference  to  diction. 

References  and  mythological  allusions  in  text 
studied.  Knowledge  of  Virgil's  life  and  con- 
temporaneous history.  Striking  passages  com- 
mitted to  memory. 

COLLAR'S  LATIN  PROSE  completed.  Practice  in  the  trans- 
lation into  Latin  of  continuous  narratives  from 
various  authors  and  of  sentences  based  on  the 


GIRLS'  HIGH  SCHOOL 205 

prose  sight  reading.  Review  of  the  reproduction 
of  idiomatic  English  construction  into  idiomatic 
Latin,  and  of  changing  direct  into  indirect  dis- 
course. 


GREEK 


YEAR 


WHITE'S  FIRST  LESSONS  IN  GREEK  used  during  the  first  term. 

The  text  is  carefully  studied  and  the  acquiring 
of  a  complete  knowledge  of  forms  is  emphasized. 
"  Goodwin's  Greek  Grammar"  is  used  in  con- 
nection with  the  Lessons.  Special  attention  is 
paid  to  the  study  of  words,  showing  English 
words  derived  from  the  Greek.  Constant  drill 
in  verb  system  and  synopsis.  The  translation 
of  short  sentences  from  English  to  Greek  and 
from  Greek  to  English  forms  a  part  of  the  work. 
The  first  book  of  "Xenophon's  Anabasis"  is 
read  during  the  second  term  of  this  year.  Here 
syntax  is  particularly  noticed  with  a  review  of 
forms  and  a  continuation  of  the  study  in  verbs. 
The  author's  style  is  noted  and  the  power  to 
make  accurate  translations  is  developed.  To 
continue  the  work  in  composition,  English  sen- 
tences, based  on  the  text  of  the  Anabasis,  are 
given  to  be  translated  into  Greek.  "  Jones' 
Greek  Prose  Composition"  is  begun  during  the 
latter  part  of  this  term. 


206  GIRLS'  HIGH  SCHOOL 


SENIOR 

Study  of  the  "  Anabasis"  is  continued  during  the  first  term  of 
this  year.  Books  II,  III  and  IV  are  read  on 
the  same  plan  commenced  in  the  Middle  Year. 
Principal  parts  of  verbs  and  irregularities  in 
inflections  receive  attention.  "  Jones'  Composi- 
tion "  is  continued.  Careful  study  of  conditional 
and  conditional  relative  clauses  is  made  both  in 
reading  the  Greek  and  in  changing  the  English 
sentences  into  Greek  ;  at  this  point  also,  more 
particular  attention  is  given  to  indirect  discourse. 
The  first  two  books  of  "  Homer's  Iliad  "  are  read 
during  the  second  term  of  this  year.  Attic 
forms  are  reviewed  before  commencing  Homer, 
in  order  that  the  pupils  may  be  more  ready  to 
note  the  forms  peculiar  to  the  Epic  dialect. 
The  latter  now  receive  attention,  and  the 
equivalent  Attic  forms  are  required.  Scansion 
is  studied  with  frequent  drill  in  reading  the 
original.  An  accurate  knowledge  of  the  mean- 
ing of  words  peculiar  to  Homer  and  of 
compound  words  is  required.  At  the  same 
time  with  Homer,  exercises  in  sight  reading 
from  parts  of  the  Anabasis  not  already  read  are 
given.  This  aids  pupils  to  keep  in  mind  prose 
style  while  they  are  reading  poetry.  The 
classic  style,  as  presented  in  Homer,  is  noted 
and  compared  with  that  of  Virgil.  The  atten- 
tion of  pupils,  both  in  the  study  of  the  Epic  of 
Virgil  and  in  that  of  Homer,  is  called  to  a 
study  of  Epic  poetry  in  general,  and  endeavor 
is  made,  from  the  study  of  the  Classics,  to  cul- 
tivate a  taste  for  sound  reading  and  reflection. 


GIRLS'  HIGH  SCHOOL  207 


HISTORY 

The  work  in  History  extends  throughout  two  years  and  a 
half  of  the  High  School  course,  the  last  term  of 
the  Senior  Year  being  devoted  to  the  study  of 
United  States  Government.  The  main  idea, 
and  one  that  is  carefully  carried  out  through- 
out the  course,  is  to  give  the  students  as  broad 
and  comprehensive  a  knowledge  as  possible. 
Such  a  knowledge  is  indispensable  to  the  cul- 
tured woman.  It  is  necessary  for  students  to 
understand  the  civilizations  of  which  our  own 
is  the  outcome  ;  to  know  what  axe  the  founda- 
tions upon  which  modern  society  is  built. 
The  constant  aim  is  to  awaken  interest  in  the 
subject  and  to  arouse  and  stimulate  habits  of 
investigation  and  discussion. 

The  course  in  Abstract  Work  is  designed  to 
train  the  student  in  proper  methods  of  reading 
and  assimilating  knowledge,  introducing  her, 
as  often  as  possible,  to  the  original  sources  as 
well  as  to  the  best  authorities  within  reach. 
Every  two  weeks  an  important  topic  in  connec- 
tion with  the  class  work  is  assigned  for  abstract 
work.  A  list  of  the  best  references  obtainable 
is  furnished,  and  the  student  now  attempts 
something  like  investigation,  and  learns  to 
discriminate  between  important  and  unimpor- 
tant statements.  The  abstracts  are  discussed 
in  class  and  the  principal  points  brought  out, 
each  student  becomes  desirous  of  expressing 
her  opinion  or  giving  her  views,  thus  creating 
a  pleasant  rivalry  which  tends  to  increase  the 
appreciation  of  the  work. 


208  GIRLS'  HIGH  SCHOOL 


JUNIOR  YEAR. — First  seven  months,  Grecian  History  from 
earliest  times  to  final  conquest  by  Rome  146, 
A.  D.  Particular  attention  is  paid  to  Greek 
institutions,  government,  religion,  art,  litera- 
ture and  philosophy.  All  the  peculiar  and 
distinctive  features  of  Grecian  life  are  discussed 
— games,  manners,  customs,  dress.  Character 
studies  are  made  of  the  famous  men.  The 
text-book  is  used  merely  as  a  guide,  each  stu- 
dent pursuing  independent  investigations  of 
assigned  topics.  The  geography  is  carefully 
studied,  the  characteristics  noticed,  and  each 
place  mentioned  is  located  on  the  map.  The 
influence  of  Greece  upon  modern  institutions 
is  traced. 

JUNIOR  YEAR. — Last  three  months.  Roman  History.  A 
study  is  made  of  the  various  tribes  inhabiting 
Italy,  the  gradual  triumph  of  one  over  the 
other,  the  rise  of  Rome,  its  gradual  ascendancy 
over  the  other  tribes,  the  development  and 
changes  in  the  government  of  Rome,  and  the 
final  combination  of  Italy  against  a  common 
foe.  The  general  plan,  as  regards  topics, 
abstracts,  characterizations,  pursued  in  the 
study  of  Grecian  History,  is  carried  on  through 
the  entire  course. 

MIDDLE  YEAR — FIRST  TERM. — Roman  history  to  the  downfall 
of  the  Empire.  The  political  civilization  of 
republican  and  imperial  Rome,  the  contrast 
with  Greece,  Grecian  influence  upon  Rome, 
are  some  of  the  topics  taken  up.  The  various 
causes  and  events  that  led  to  the  rise  of  the 


__ GIRLS'  HIGH  SCHOOL 209 

Empire,  as  well  as  those  that  caused  its  fall, 
are  studied.  Its  manners,  customs,  institu- 
tions, great  men,  their  bearing  upon  modern 
civilization  are  investigated. 

SECOND  TERM. — Europe  in  the  Middle  Ages.  Germanic 
tribes,  history  of  the  rise  of  Christianity,  over- 
throw of  Rome,  rise  of  Germanic  kingdoms, 
Feudalism,  Chivalry,  Crusades,  Renaissance  in 
art,  literature,  learning,  are  some  of  the  impor- 
tant topics  brought  up  by  the  study  of  this 
period  of  the  world's  history. 

SENIOR  YEAR — FIRST  TERM. — Modern  European  History. 
The  events  that  connect  Modern  and  Mediaeval 
History  are  noted.  The  nation  is  now  made 
the  chief  theme — its  growth,  development  and 
characteristics  in  France,  Germany,  England 
and  Italy.  The  rise  of  Protestantism,  the  con- 
flict between  Church  and  State,  the  gradual 
limit  put  upon  imperial  power,  the  develop- 
ment of  a  more  democratic  form  of  government, 
in  some  countries  the  realization  of  a  constitu- 
tional form,  are  points  brought  forcibly  before 
the  students. 

In  Ancient,  Mediaeval  and  Modern  History, 
time  is  devoted  to  the  history  of  the  develop- 
ment of  institutions  and  to  the  social  conditions 
as  leading  epochs  in  the  country's  history. 

SECOND  TERM. — Study  of  United  States  Government.  Three 
divisions  are  made  in  the  study  of  government 
— local,  state  and  federal.  The  organization  of 
each,  their  origin,  duties  and  relation  to  each 
other,  are  taught  and  discussed.  Comparisons 
are  instituted  between  the  different  divisions 
and  between  our  government  and  that  of  other 


2IO 


GIRLS'  HIGH  SCHOOL 


nations.  The  constitution  is  read  and  an 
endeavor  is  made  to  give  the  students  some 
idea  of  the  government  under  which  they  live, 
of  its  laws  and  methods  of  operation,  of  its 
officers  and  their  duties,  of  its  underlying 
principles. 


ENGLISH 


JUNIOR  YEAR 


GRAMMAR  . .  .  .Constant  review  of  points  in  structure.  Special 
study  of  verbals,  conjunctions  and  prepositions. 
Brief  grammatical  analysis. 

EXPRESSION  .  .Main  things  aimed  at  in  the  study  of  literary 
selections  are  to  understand  clearly  the  mean- 
ing of  the  author,  thus  developing  thought  and 
expression,  to  paraphrase  intelligntly,  to 
outline  systematically  and  to  abstract  under- 
standingly. 

In  Composition,  papers  are  submitted  on 
narrative  and  descriptive  subjects,  chosen  from 
literature,  or  on  character  in  text  pointing  out 
growth  and  individual  traits.  Amplification 
of  such  lines  descriptive  of  scenic  effect  as  may 
be  selected.  Supplementary  reading  to  furnish 
subject-matter  for  other  papers.  Students 
sometimes  permitted  to  select  subject  in  order 
to  test  power  of  original  thought. 

WORD  WORK.  .Dictionary,  gazateer,  encyclopedia  and  myth- 


GIRLS'  HIGH  SCHOOL 


211 


ology  in  constant  use.  Attention  drawn  to 
derivation — Skeatsas  authority.  Careful  study 
in  pronunciation  and  drill  on  lists  of  selected 
words.  Explanation  of  all  terms  illustrating 
manners,  customs,  history,  geography,  religion 
or  mythology.  Frequent  comments  on  syno- 
nyms and  on  force  and  character  of  epithets. 
Thorough  practice  in  transposition. 

Full  explanation  of  similes  and  metaphors 
required.  Draw  attention  to  metrical  structure, 
and  show  contrast  between  prose  and  poetry. 
Demand  increasing  care  in  punctuation  and  in 
orderly  and  uniform  arrangement  of  written 
work.  Quote  freely  and  accurately.  Encour- 
age students  to  read  more  of  the  selected 
authors,  and  to  take  up  supplementary  reading. 


LITERATURE  .  .The  study  of  literature  made  comparative  in  a, 
general  way.  The  idea  of  a  standard  for 
criticism  shifting  from  one  age  to  another 
developed.  Taste  cultivated  through  develop- 
ment of  critical  powers.  Pupils  encouraged  to 
read  good  biographical  sketches  of  authors 
studied. 

RHETORIC  .  .  .  .Sentence  structure  considered  in  its  logica 
relation  to  thought.  Paragraph  structure  and 
unity  in  sequence  of  paragraphs  dwelt  upon. 
Figures  of  speech  and  qualities  of  style  dis- 
cussed and  studied  as  they  present  themselves 
in  the  course  of  reading. 

Attention  called  to  derivation  of  words  and 


212 


GIRLS'  HIGH  SCHOOL 


to  change  from  original  meaning.  Careful 
study  of  synonyms.  Growth  of  language  and 
change  in  application  of  words  since  Eliza- 
bethan Age  discussed  in  connection  with  the 
Merchant  of  Venice. 

GRAMMAR  ....  Daily  attention  given  to  grammatical  structure, 
particularly  to  use  of  conjunctions,  variable 
parts  of  speech,  present  participle,  infinitive 
and  harmony  of  tenses.  Pupils  requested  to 
consult  several  standard  grammars  upon  any 
point  they  do  not  readily  comprehend. 


SENIOR 


LITERATURE  .  .Critical  analysis  of  these  selections,  free  class- 
room discussion  encouraged,  finest  passages 
memorized.  The  aim  in  this  entire  depart- 
ment is,  as  far  as  possible,  to  teach  students  to 
read  carefully  and  to  think  for  themselves,  to 
make  them  love  literature  so  well  that  they 
will  eventually  become  familiar  with  "the  best 
that  has  been  thought  and  said  in  the  world." 
One  hour  a  week  after  school  is  given  to 
those  pupils  who  desire  to  read  and  discuss 
additional  poems.  This  year  the  course 
includes  the  finest  parts  of  Paradise  Lost, 
Shelley's  Skylark  and  Adonais,  one  of  Chaucer's 
Canterbury  Tales,  Arnold's  Thyrsis  and  select 
poems  of  Wordsworth. 

RHETORIC  .  .  .  General  review  of  work  in  Middle  Year, 
Special  attention  to  versification.  Frequent 
exercises  in  extempore  writing  on  simple  sub- 


GIRLS'  HIGH  SCHOOL  213 

jects.  Papers  prepared  at  home  on  work 
connected  with  the  literature  studied.  Papers 
criticized  privately  with  students. 

GRAMMAR  ...  .General  review.  Attention  called  to  difficult 
points.  Correctness  of  speech  insisted  upon. 
Shakesperian  syntax  taken  up  in  connection 
with  Julius  Oaesar. 


GENERAI,  RUI/ES 

STUDY. — At  least  one  hour  a  day  shall  be  set  apart  for  study 
in  school. 

"SEC.  133.  In  High  Schools,  Principals  must  direct  the 
heads  of  departments,  and  other  department  teachers,  to  so 
assign  lessons  in  their  respective  departments  that  the  total 
time  required  for  home  study  by  pupils  of  average  ability 
shall  not  exceed  three  and  a  half  hours  daily." 

— Rules  of  the  Board. 

DRAWING. — At  least  one  hour  a  week  shall  be  set  apart  for 
drawing  in  school,  and  more  than  that  time 
may  be  taken  if  the  Principal  of  the  school  can 
arrange  to  allow  it. 

The  course  in  drawing  shall  be  under  the 
direction  of  a  special  teacher  in  drawing. 
(Drawing  elective  by  pupils.) 

PHYSICAL  CULTURE. — In  the  Boys'  High  School  military  drill 
shall  be  a  part  of  the  training  in  physical 

In  the  Girls'  High  School,  instruction  shall 
be  given  in  light  gymnastics  by  a  special 
teacher  in  physical  culture. 

GENERAL  EXERCISES  throughout  the  year. 

ELOCUTION  in  Girls'  High   School  one  lesson  a  month. 


COMMERCIAL  HIGH  SCHOOL  215 


COMMERCIAL    HIOH    SCHOOL 


The  work  of  this  school  includes  a  practical  and  theo- 
retical training  in  Language,  Science,  Mathematics,  Accounts 
and  the  Industrial  Arts. 

It  is  th£  aim  of  the  school  to  prepare  its  students  to 
enter  intelligently  upon  the  duties  of  the  counting-room,  to 
instruct  them  in  the  principles  underlying  the  Industrial 
trades  and  to  lay  a  sound  foundation  for  an  advanced  course 
in  technical  work,  should  the  student  intend  to  pursue  it. 

The  school  offers  two  distinct  courses  of  study,  namely, 
a  Commercial  Course,  whose  practical  feature  is  the  work  of 
the  business  department,  and  an  Industrial  or  Scientific 
Course,  which  includes  Free  Hand  and  Industrial  Drawing 
and  Manual  Training. 

Students,  if  they  so  desire,  may  take  an  Elective  Course, 
upon  the  completion  of  which  they  shall  receive  the  diploma 
of  the  school.  The  choice  of  this  course  is  subject  to  the 
approval  of  the  Principal ;  provided,  that  the  amount  of  home 
study,  of  practical  work  and  the  number  of  recitations  in  the 
course  selected  are  equal  to  either  of  the  two  regular  courses. 

The  work  of  the  school  is  so  arranged  that  the  student 
must  prepare,  out  of  school,  four  lessons  daily,  the  remaining 
time,  aside  from  recitations,  to  be  spent  in  practical  work  in 
the  different  departments. 


216  COMMERCIAL  HIGH  SCHOOL 

ENGLISH. — The  object  of  this  study  is  to  teach  the  pupil  to 
speak  and  write  the  English  language  with 
readiness  and  correctness.  This  is  done  by  an 
intelligent  criticism  of  his  business  correspond- 
ence, his  compositions,  by  familiarizing  him 
with  the  rules  of  English  construction  and  by 
developing  in  the  pupil  a  taste  for  good 
reading. 

The  theoretical  work  of  the  course  consists 
of  a  study  of  Grammar  and  Rhetoric.  The 
practical  includes  a  study  of  American  and 
English  masterpieces,  Compositions,  Business 
Correspondence,  Abstract  of  Lessons  and 
Debates.  It  is  the  same  for  both  courses. 

MODERN  LANGUAGE. — Spanish  is  introduced  because  of  its 
commercial  importance.  The  object  is  not  the 
critical  study  of  this  language,  but  its  acquisi- 
tion for  practical  use.  Special  attention  is  paid 
to  use  of  the  idiom  in  the  schoolroom.  Two 
years  devoted  to  a  careful  study  of  this  lan- 
guage will  be  sufficient  to  master  it  for  all 
practical  purposes. 

SCIENCE. — As  far  as  possible  this  course  is  one  of  observation 
and  experiment.  In  the  acceptance  of  scientific 
truths,  the  student  is  taught  to  depend,  not  so 
much  upon  the  words  of  the  text-book  as  upon 
his  own  observation  and  the  evidence  deduced 
therefrom. 

PHYSICS. — The  course  in  Physics  extends  over  a  period  of  one 
year,  and  includes  both  recitation  and  labora- 
atory  work.  Some  experiments  are  performed 
before  the  class  by  pupils,  but  a  thorough 
understanding  of  some  subjects,  such  as  Specific 
Gravity,  Heat  and  Accelerated  Motion,  require 


COMMERCIAL  HIGH  SCHOOL  217 

that  the  pupils  do  the  work  themselves.  Scien- 
tific accuracy  is  the  fundamental  feature  of  this 
course.  Physics  is  a  part  of  the  Industrial 
Course. 

ZOOLOGY. — A  study  of  the  Development  of  Animals,  as  shown 
by  the  relationship  of  their  organs,  from  the 
amoeba  to  "man — Homology  and  Analogy. 
Class  work  to  consist  of  the  study  of  specimens 
by  the  individual  members — Dissection. 

MATHEMATICS. — The  course  in  Mathematics  is  short  and  prac- 
tical. It  includes  the  study  of  Business 
Arithmetic,  Algebra  and  Plane  Geometry,  and 
prepares  the  student  to  solve  all  ordinary 
problems  of  accounts  and  mechanics. 

ALGEBRA. — In  Algebra,  the  work  should  be  sufficient  to  enable 
the  student  to  work  problems  in  Simple  Equa- 
tions of  one  or  more  unknown  quantities  and 
to  apply  Algebraic  formulas  to  Geometry. 

GEOMETRY. — In  Geometry,  the  work  will  be  largely  percep- 
tive and  practical.  A  certain  amount  of 
demonstrative  work  should  be  done  by  the 
pupil  to  give  him  the  necessary  mental  disci- 
pline to  make  him  a  clear,  logical  reasoiier. 
Business  arithmetic  is  studied  in  the  Commer- 
cial Course  one  and  a  half  years,  Algebra  the 
last  half  year.  In  the  Industrial  Course, 
Algebra  is  studied  the  first  year,  Geometry  the 
second  year. 

HISTORY  AND  CIVIL  GOVERNMENT,  COMMERCIAL  LAW  AND 
COMMERCIAL  GEOGRAPHY. — The  work  in  history 
will  be  confined  to  that  of  the  United  States,  to 
the  study  of  the  lives  of  its  greatest  statesmen, 
of  the  growth  of  political  parties,  of  the  devel- 


218  ,  COMMERCIAL  HIGH  SCHOOL 

opment  of  our  financial  and  industrial  systems 
and  such  topics  of  general  interest  as  the  time 
will  permit.  It  is  intended  to  give  the  student 
a  knowledge  of  the  rights  and  duties  of  citi- 
zenship and  of  the  laws  governing  trade. 
History  and  Civil  Government  are  a  part  of  the 
Industrial  Course  ;  Commercial  Law  and  Com- 
mercial Geography,  of  the  Commercial  Course. 

INDUSTRIAL  ARTS. — The  object  of  these  courses  is  to  train  the 
observation  and  the  imagination,  and  to  enable 
the  student  to  accurately  express  mental  con- 
ceptions. They  are  also  the  means  by  which 
we  make  the  direct  connection  between  the 
activities  of  school  and  the  activities  of  life. 

The  subjects  under  this  head  are  Free  Hand 
Drawing,  Mechanical  and  Architectural  Draw- 
ing, Designing  and  Wood  Work. 

Industrial  Arts  are  taken  up  only  in  connec- 
tion with  Technical  Course. 

ACCOUNTS. — Accounts  include  a  complete  analysis  of  accounts 
in  every  department  of  business  involving 
simple  and  clear  methods  for  the  entire  system 
of  Single  and  Double  Entry  Book-keeping. 
The  theoretical  work  in  this  branch  occupies 
the  first  year,  the  practical  the  second.  Facili- 
ties for  practical  book-keeping  consist  of  a 
school  bank  and  of  such  materials  as  are  neces- 
sary to  conduct  a  General  Merchandise, 
Brokerage,  Commission,  Importing  and  Jobbing 
and  Banking  Business. 

Accounts  are  studied  only  in  connection 
with  the  Commercial  Course. 

SHORTHAND  AND  TYPEWRITING. — Sufficient  time  is  devoted  to 
this  study  to  prepare  a  pupil  for  a  position  in 


COMMERCIAL  HIGH  SCHOOL 


219 


any  Mercantile  house  that  may  require  a 
stenographer.  In  connection  with  Shorthand 
and  Typewriting,  Spelling  and  Punctuation 
receive  much  attention. 

The  school  has  thirty-five  typewriting 
machines  for  the  use  of  its  pupils. 

PENMANSHIP. — A  professional  penman  superintends  the  work 
of  this  branch.  Daily  inspection  is  made  of 
penmanship  of  pupils.  The  hand-writing  and 
figuring  of  pupils  in  every  study  is  subject  to 
the  criticism  of  the  head  of  this  department. 

Shorthand  and  Typewriting'are  taken  up  only 
in  connection  with  work  of  Commercial  Course. 
Penmanship  belongs  to  both  courses. 


COMMERCIAL  COURSE 


JUNIOR    CLASS 


GRAMMAR  .  .  .  .Grammar,  study  of  American  authors,  Essays, 
Debates,  Business  Correspondence. 

Books  to  be  studied  :  H.  Sprague's  edition 
of  Irving's  "  Sketch  Book,"  Whittier's  "  Snow 
Bound"  and  Scott's  "Lady  of  the  Lake," 
Whitney's  Essentials. 

SPANISH Read,  write  and  speak  Spanish  ;   practical   use 

and  not  a  critical  study  the  object. 

MATHEMATICS.  Business     Arithmetic.      Packard's      Business 

Arithmetic,  Bill  Figuring. 
COMMERCIAL   GEOGRAPHY. — Careful   study  of   such  topics  as 

will  give  the   pupil   an   intelligent  idea  of  the 


22C 


COMMERCIAL  HIGH  SCHOOL 


commerce  of  the  world.  Special  attention  is 
paid  to  the  products  and  industries  of  the 
United  States  and  of  South  American  countries. 
Book  to  be  studied  :  Tilden's  Commercial 
Geography. 

BooK-KEEPiNG.Theoretical  Book-keeping.  Text-book,  Rogers 
&  Williams'. 

SHORTHAND  AND  TYPEWRITING. =Clark's  Eclectic  system  is 
used.  The  school  has  twenty  Smith  Premiers 
and  fifteen  Remington  typewriting  machines. 
No  text-books. 

PENMANSHIP  .  .  In  Penmanship,  the  pupil  is  taught  to  write 
a  flowing,  legible  hand.  The  pupil  is  marked 
upon  the  efforts  he  puts  forth  to  secure  these 
results  rather  than  upon  the  results  themselves. 


COMMERCIAL  COURSE 

SENIOR    CLASS 

ENGLISH Study    of     English    and    American     authors, 

Abstract  of   Lessons,  Rhetoric,   Debates,  Busi- 
ness Correspondence,  Essays. 

Text-books:  Cooper's"  Last  of  the  Mohican's," 
Shakespeare's  "  Julius  Caosar,"  Kellogg's 
Rhetoric. 

SPANISH  ...  .Read,  write  and  speak  Spanish.  Text-books: 
De  Torno's  Spanish  Grammar. 

MATHEMATICS. Business  Arithmetic  first  half  year,  Algebra 
second  half  year.  Text-books  :  Packard's 
Business  Arithmetic,  Wentworth's  Algebra. 

COMMERCIAL  LAW. — Careful  study  of  the  Law  of  Contracts. 
Recitations  and  Lectures. 

Text-book,  Clark's  Commercial  Law. 


COMMERCIAL  HIGH  SCHOOL 221 

BOOK-KEEPING,  SHORTHAND  AND  TYPEWRITING.  —  Practical 
Book-keeping  in  business  department.  Short- 
hand and  Typewriting  work  a  continuation  of 
that  of  first  year. 

No  new  Text-books  required. 

•u 

INDUSTRIAL  COURSE 

JUNIOR    CLASS 

ENGLISH Same  as  in  Commercial  Course. 

MATHEMATICS  .  Algebra  through  equations  of  first  degree. 
Text-book,  Wentworth's. 

ZOOLOGY Text- book,  Coulter. 

SPANISH Read,  write  and  speak  Spanish. 

INDUSTRIAL.  .  .  Free  Hand  Drawing  ;  Designing,  using  Natural, 
elements  ;  Mechanical  Drawing,  including  Geo- 
metrical problems,  simple  projections  and  iso- 
metric projections. 

Wood  Work,  including  care  of  tools  and  a 
comprehensive  course  in  Constructive  Car- 
pentry. 

INDUSTRIAL  COURSE 

SENIOR    CLASS 

ENGLISH Same  as  in  Commercial  Course. 

HISTORY United  States  History.     Special  attention  paid 

to  the  prominent  political,  financial  and  indus- 
trial events  of  the  century. 

Text-books,  Eggleston's  History  of  the  United 
States. 

SPANISH Read,  write  and  speak  Spanish. 


222 


COMMERCIAL  HIGH  SCHOOL 


MATHEMATICS. Geometry,    making    application     to    surfaces, 
solids  and  machines. 

NATURAL    SCIENCE. — Physics,    paying    special    attention    to 
Mechanics,  Heat  and  Electricity. 

INDUSTRIAL.  .  .Free  Hand  Drawing  ;  Designing,  using  Natural, 
Egyptian,  Greek  and  Roman  elements  ;  Mechan- 
ical Drawing,  including  Tinting  and  Shading, 
Lights  and  Shadows ;  Perspective,  Architec- 
tural and  Machine  Drawings,  showing  con- 
struction of  various  parts  for  actual  work. 
Wood  Work,  completing  Constructive  Carpen- 
try and  beginning  Pattern  making. 

COMMERCIAL  COURSE 

NO.  OF  RECITATIONS  PER  WEEK 

FIRST    YEAR  SECOND    YEAR 

Business  Arithmetic,  5,  home  work  5, 1st  half,  2d  yr,  home  work 


English,  5, 

Com.Geog.&C.Gov.  5, 

Spanish,  4,  " 

Book-keeping,  8,  no  " 

Penmanship,  2,  "  " 

Shorthand,  7,  "  " 

Typewriting,  3,  "  " 
Algebra  (second  half  2d  year), 
Commercial  Law, 


5, 

See  Commercial  Law. 

4, 

8, 110  home  work. 

o      u  n 

4, 

7      u  n 

•  ) 

3,  " 

5,  home  work. 

5, 


INDUSTRIAL  COURSE 


FIRST     YEAR 

SECOND    YEAR 

English,                       5,  home  work 

5,  home  work 

Mathematics,  Alg..    5,           " 

Geometry, 

5, 

" 

Spanish,                      4,           " 

4, 

u 

Science,  Physics,      4,           " 

Zoology, 

4, 

(I 

Civil  Govt.                 4, 

History, 

5, 

It 

Industrial  Drawing,  10,  no  " 

7,  no 

11 

"       Wood  Work,  8,  "    " 

llJIH»»      "      -__J>^^ 

8,  « 

11 

14  DAY 

RETURN  TO  DESK  FROM  WHICH  BORROWED    LIBRARY 

LOAN  DEPT. 

This  book  is  due  on  the  last  date  stamped  below,  or  '  atter  date- 

on  the  date  to  which  renewed. 
Renewed  books  are  subject  to  immediate  recall. 


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General  Library 

University  of  California 

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30m-7,'12 


U.C.BERKELEY  LIBRARIES 


